An Investigation of Literacy Practices in High School Science Classrooms

Autor/inn/en	Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.
Titel	An Investigation of Literacy Practices in High School Science Classrooms
Quelle	In: Reading & Writing Quarterly, 33 (2017) 3, S.258-277 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2016.1193832
Schlagwörter	Secondary School Science; Literacy; Science Teachers; Secondary School Teachers; Science Education; Biology; Observation; Grade 9; Grade 10; Grade 11; Grade 12; Scientific Literacy; Literacy Education; Evidence Based Practice; Common Core State Standards; Teacher Attitudes; Reading Ability; Reading Comprehension; Maryland + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Biologie; Beobachtung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Common core curriculum; Curriculum; Kerncurriculum; Lehrerverhalten; Reading competence; Lesekompetenz; Leseverstehen
Abstract	This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions regarding their role in implementing literacy instruction and the alignment of these perceptions with their practices. In total, we observed for 3,167 min across teachers. Coding of observations revealed that teachers rarely used expository text and implemented a minimal amount of vocabulary and comprehension strategy instruction. They used a variety of grouping practices but most often utilized whole-class instruction and independent work. Coding of interviews revealed that teachers supported the idea of integrating text and literacy instructional practices into their lessons but perceived a wide range of barriers to implementing these practices. We provide implications and directions for future research. (As Provided).
Anmerkungen	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/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01