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Reading Strategies and the Comprehension of Science Texts for Poverty-Ridden Elementary School Students : = A Qualitative Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Reading Strategies and the Comprehension of Science Texts for Poverty-Ridden Elementary School Students :/
Reminder of title:	A Qualitative Case Study.
Author:	McIntosh, Joe.
Description:	1 online resource (107 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381750898

Reading Strategies and the Comprehension of Science Texts for Poverty-Ridden Elementary School Students : = A Qualitative Case Study.
McIntosh, Joe.

Reading Strategies and the Comprehension of Science Texts for Poverty-Ridden Elementary School Students :A Qualitative Case Study. - 1 online resource (107 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ed.D.)--National University, 2024.

Includes bibliographical references

Teachers teaching science to students in inner-city Title I schools should be the most influential group interested in education as a profession, yet it is rare for them to attain the desired comprehension of science amongst these students. The problem addressed by this study was the scarce knowledge of effective teaching practices and strategies for elementary students' science comprehension in poverty-ridden communities. The purpose of this qualitative descriptive study was to explore teachers' perceptions of effective teaching practices and strategies for elementary students' science comprehension in poverty-ridden communities. In addition, this study was grounded using the case study design that answered questions about the phenomenon. Fifteen teachers who currently work in Title I schools were interviewed via Zoom following a set of semi-structured interview questions. Analysis of the interview responses were used to revealed teachers' perspectives about teaching science to poverty-ridden students. The findings of this study revealed that teachers believe that connecting Science Education to real-life situations for poverty-ridden students amplified both connections and comprehension, supporting diverse learners are essential to creating an inclusive and equitable educational environment, and challenges and barriers in science education hinder students' access to quality learning experiences and academic success. Additionally, data generated from this study implicated that science comprehension for students in poverty-ridden community schools remains a problem of concern, funding remains a roadblock to success, and lack of teacher preparation is an issue for teachers in these communities. This research can assist current schools and school settings in their master scheduling and schoolwide planning efforts, budgeting, professional development concerns, and school leadership.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381750898Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

School leadershipIndex Terms--Genre/Form:

554714
Electronic books.

Reading Strategies and the Comprehension of Science Texts for Poverty-Ridden Elementary School Students : = A Qualitative Case Study.
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