MARC details
000 -LEADER |
fixed length control field |
02327nam a2200253Ia 4500 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
fixed length control field |
180926s2017 xx 000 0 und d |
040 ## - CATALOGING SOURCE |
Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
100 ## - MAIN ENTRY--PERSONAL NAME |
Personal name |
Connor, Carol McDonald. |
245 #0 - TITLE STATEMENT |
Title |
Acquiring science and social studies knowledge in kindergarten through fourth grade: |
Remainder of title |
conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI) / |
Statement of responsibility, etc. |
Carol McDonald Connor, Jennifer Dombek, Elizabeth C. Crowe, Mercedes Spencer, Elizabeth L. Tighe, Sean Coffinger, Elham Zargar, Taffeta Wood, Yaacov Petscher |
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
Date of publication, distribution, etc. |
April 2017 |
336 ## - CONTENT TYPE |
Content type term |
text |
337 ## - MEDIA TYPE |
Media type term |
unmediated |
338 ## - CARRIER TYPE |
Carrier type term |
volume |
440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
Number of part/section of a work |
109 : 3, page 301-320 |
Title |
Journal of Educational Psychology |
520 ## - SUMMARY, ETC. |
Summary, etc. |
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized) instructional program for kindergarteners through 4th graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n = 230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through 4th grade. Results reveal that CALI demonstrates promise as a usable and feasible instructional individualized general education program, and is efficacious in improving social studies (d = 2.2) and science (d = 2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d = .125). |
521 ## - TARGET AUDIENCE NOTE |
Target audience note |
Psychology. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name as entry element |
Design studies. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name as entry element |
Elementary education. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name as entry element |
Reading |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name as entry element |
Science |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name as entry element |
Social studies. |
942 ## - ADDED ENTRY ELEMENTS (KOHA) |
Source of classification or shelving scheme |
Library of Congress Classification |
Koha item type |
Articles |
998 ## - LOCAL CONTROL INFORMATION (RLIN) |
Cataloger's initials, CIN (RLIN) |
82373 |
First Date, FD (RLIN) |
140736 |