Wayne State University
Using The Instructional Congruence Model To Change A Science Teacher's Practices And English Language Learners' Attitudes And Achievement In Science
Abstract
dc:description.abstract<p>The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.</p>
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Open Access Dissertation
- Discipline thesis:degree_discipline
- Science Education
- Year dc:date.available
- 2015
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Salame, Hania Moussa
- Contributors dc:contributor
-
- Maria Ferreira
Subjects
dc:subject × 9Identifiers
dc:identifier.*- Repository record dc:identifier
- https://digitalcommons.wayne.edu/oa_dissertations/1165
- OAI identifier oai:identifier
- oai:digitalcommons.wayne.edu:oa_dissertations-2164