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Tiberio Garza Margarita Huerta Tracy G. Spies Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《International Journal of Science and Mathematics Education》2018,16(8):1499-1519
Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms. 相似文献
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McNaughtan Jon García Hugo A. Garza Tiberio Harwood Yvonne R. 《Tertiary Education and Management》2019,25(1):83-99
Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing... 相似文献
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Tiberio Garza Margarita Huerta Rafael Lara-Alecio Beverly J. Irby Fuhui Tong 《The Journal of educational research》2018,111(4):487-496
The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed. 相似文献
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Tracy G. Spies Rafael Lara-Alecio Fuhui Tong Beverly J. Irby Tiberio Garza Margarita Huerta 《The Journal of educational research》2018,111(5):517-529
In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced. 相似文献
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María-Carmen Ricoy Cristina Sánchez-Martínez Tiberio Feliz-Murias 《Cultura y Educación》2019,31(2):296-325
AbstractThe press is often attributed with little credibility, and the recent phenomenon of fake news has put it under the spotlight once again. As a result, the objective of this study is to discover the margin of the veracity versus falsehood of the news reports on tablets in primary education published in digital newspapers. This qualitative study has been developed on the basis of an analysis of 120 news items in Spanish newspapers. The conclusions show that news items on the topic correspond with reality and can be considered credible since they are in line with results provided in the scientific literature. Nevertheless, and in accordance with this type of publication, the treatment of the topic in these news items is superficial, even though they usually dedicate a full page to it. When discussing benefits and controversial points, both newspaper articles and scientific studies highlight the immediacy offered by tablets and the motivation generated in students. At the same time, their use is also linked with harmful effects associated with technopathologies. 相似文献
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Julie K. Jackson Margarita Huerta Tiberio Garza 《The Journal of educational research》2020,113(2):79-92
AbstractThis study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing. 相似文献
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Jon McNaughtan Tiberio Garza Dustin Eicke Hugo A. Garcia Mary Ann Bodine Al-Sharif 《Higher Education Quarterly》2023,77(4):774-791
Over the last few decades, there has been a significant increase in the number of student service personnel, yet demand has outstripped this growth leading to turnover and low employee satisfaction. Scholars and practitioners alike have called for increased levels of empowerment of these workers, but the outcomes of this approach need further analysis. We utilize data from a survey of international centre directors in the United States and employ a partial least squares-based structural equation modelling to investigate the relationship between empowerment and employ perceptions including work satisfaction, organizational commitment, perspective of leadership and personal engagement. Specifically, trust meaning and personal consequence are strong components of empowerment in this sample. Our results indicate a positive relationship between empowerment and job satisfaction, organizational commitment and perspectives on leadership. In addition, we find that organizational commitment mediates the relationship between empowerment and personal engagement. 相似文献
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