Science and Writing Abstract

This study is a case of teacher action research in the context of a fourth grade classroom in an urban school serving minority students of low socio-economic status, the majority of who are English learners. Carried out from the perspective of a teacher researcher utilizing methods of curriculum integration and documenting how student responses to the methods can inform further curriculum integration. It examines the effectiveness of integrating content specific knowledge and explicit writing instruction. I implemented the integration of the explicit teaching of writing through writers workshop and hands-on science experiences to answer the question how will integrating explicit writing instruction into a hands-on science curriculum effect students development of science content knowledge and writing. The data presents how students’ vocabulary, writing, and science content knowledge grows throughout the action cycles. It also explores the importance of strategic planning and time that goes into curriculum integration

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Conceptual Framework

Findings and Implications

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