دورية أكاديمية
Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners
| العنوان: | Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners |
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| اللغة: | English |
| المؤلفون: | Terrazas-Arellanes, Fatima E., Gallard M., Alejandro J., Strycker, Lisa A., Walden, Emily D. (ORCID |
| المصدر: | International Journal of Science Education. 2018 40(5):498-518. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2018 |
| Sponsoring Agency: | Office of Special Education and Rehabilitative Services (ED) |
| Contract Number: | H327S130031 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools |
| الواصفات: | Units of Study, Online Courses, Learning Disabilities, English Language Learners, Science Education, Assistive Technology, Academic Accommodations (Disabilities), Randomized Controlled Trials, Middle School Students, Science Achievement, Control Groups, Experimental Groups, Pretests Posttests, Student Improvement, Active Learning, Inquiry, Intervention, Curriculum Implementation, Check Lists, Teacher Surveys, Student Surveys, Student Characteristics, Teacher Characteristics, Participant Satisfaction, Teaching Methods, Instructional Effectiveness, Statistical Analysis |
| مصطلحات جغرافية: | Oregon, Georgia |
| DOI: | 10.1080/09500693.2018.1432915 |
| تدمد: | 0950-0693 |
| مستخلص: | The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < 0.001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units. |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/89791Test |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1173826 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0950-0693 |
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| DOI: | 10.1080/09500693.2018.1432915 |