Lelydeyvis Boza
Biographic Data
| ID | 5998864 |
|---|---|
| NAME | Lelydeyvis Boza |
| GIVEN NAMES | Lelydeyvis |
| FAMILY NAME | Boza |
| SIGNATURE | BOZA L |
| AFFILIATIONS | College of Education University of Florida Gainesville Florida USA |
| ORCID | 0009-0009-5233-1307 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers' Ratings of Multilingual Learners' Science Skills
Though prior research has explored test score differences in science performance between multilingual learners (MLs) and non‐MLs, most assessments of multilingual learners' (MLs) science learning consist not of standardized test scores but of routine formative and summative assessments provided by teachers who work with them day‐to‐day. However, teachers' assessments of ML students' science skills may be uniquely different from other students. Th…
Multilingual learners’ exposure to science and language inputs in elementary school
As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and…
Reclassification and Multilingual Learners' Science Achievement
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period…
Community Policing in Schools and School Resource Officer Transparency
Following increased attention to racial disparities in police use of force, national conversations have focused on the role of law enforcement, including in public schools. This study examines transparency with regard to the presence of law enforcement in schools. Leveraging novel school-level and district-level data from the state of Florida, this research shows that the majority of schools and about a third of school districts do not make infor…
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Community Policing in Schools and School Resource Officer Transparency
Following increased attention to racial disparities in police use of force, national conversations have focused on the role of law enforcement, including in public schools. This study examines transparency with regard to the presence of law enforcement in schools. Leveraging novel school-level and district-level data from the state of Florida, this research shows that the majority of schools and about a third of school districts do not make infor…
Multilingual learners’ exposure to science and language inputs in elementary school
As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and…
Reclassification and Multilingual Learners' Science Achievement
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period…
Teachers' Ratings of Multilingual Learners' Science Skills
Though prior research has explored test score differences in science performance between multilingual learners (MLs) and non‐MLs, most assessments of multilingual learners' (MLs) science learning consist not of standardized test scores but of routine formative and summative assessments provided by teachers who work with them day‐to‐day. However, teachers' assessments of ML students' science skills may be uniquely different from other students. Th…
Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Political science (2 works) · Psychology (2 works) · Science education (2 works) · Test (biology) (2 works) · Academic achievement (1 works) · Education Discipline and Inequality (1 works) · Education Systems and Policy (1 works) · EFL/ESL Teaching and Learning (1 works)