Science for All, including Students from Non-English-Language Backgrounds

Datos Bibliográficos

ID9734591
AutoresOkhwa Lee (0000-0003-3551-1583, University of Miami, autor de correspondencia), Okhee Lee (University of Miami), Sandra H Fradd (University of Miami)
Año1998
Volumen27
Número4
Páginas12-21
Fecha de publicación1998-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x027004012
OpenAlexW2139296691
IdiomaEN
Citas recibidas68
Referencias citadas50

Standards-based reform across subject areas has an overarching goal of achieving high academic standards for all students. Although much is known about what constitutes high academic standards, little attention has been given to the attainment of educational equity for all students. In this article, we propose the notion of instructional congruence as a way of making academic content accessible, meaningful, and relevant for diverse learners. Although our discussion considers students from non-English-language backgrounds (NELB) in science education, comparable approaches can be applied to other diverse student groups and other subject areas. We discuss an agenda for research, practice, and policy in promoting high standards for all students across subject areas

Academic achievement · Academic standards · Educational Equity · English for academic purposes · English language · Equity (law · Higher education · Language assessment · Library science · Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Subject (documents · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching Methods · Psychology · Science Education and Pedagogy · Socioeconomic Development in MENA