Acquiring science and social studies knowledge in kindergarten through fourth grade: (Record no. 78915)

MARC details
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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
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Date last seen Price effective from Koha item type
    Library of Congress Classification     Manila Tytana Colleges Library Manila Tytana Colleges Library REFERENCE SECTION 09/26/2018   09/26/2018 09/26/2018 Articles
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