nach oben

Journal of Science Teacher Education

Erschienen in:

01.10.2008

Promoting Science Among English Language Learners: Professional Development for Today’s Culturally and Linguistically Diverse Classrooms

verfasst von: Cory Buxton, Okhee Lee, Alexandra Santau

Erschienen in: Journal of Science Teacher Education | Ausgabe 5/2008

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’ science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.

Vorheriger Artikel Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abedi, J. (2004). The No Child Left Behind Act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4–14.CrossRef

Aikenhead, G. S. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81, 217–238.CrossRef

Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal, 26, 213–239.

August, D., & Hakuta, K. (Eds.). (1997). Improving schooling for language-minority children: A research agenda. Washington, DC: National Academy Press.

Ballenger, C., & Rosebery, A. S. (2003). What counts as teacher research? Investigating the scientific and mathematical ideas of children from culturally diverse backgrounds. Teachers College Record, 105, 297–314.CrossRef

Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821–839.CrossRef

Buxton, C. (2006). Creating contextually authentic science education in a “low performing” urban elementary school context. Journal of Research in Science Teaching. 43, 695–721.CrossRef

Buxton, C., Lee, O., Mahotiere, M., & Secada, W. (2007). Bringing culture in through the back door: Third-grade teachers analyze English language learners’ reasoning about measurement. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26.

Florida Department of Education. (1996). Florida curriculum frameworks (Sunshine Standards). Tallahassee: Author.

Florida Department of Education. (2002). FCAT test item specifications. Tallahassee: Author.

Garcia, E. E., & Rodriguez, J. (2000). The education of limited English proficient students in California schools. Bilingual Research Journal, 24(1–3), 15–35.

Hampton, E., & Rodriguez, R. (2001). Inquiry science in bilingual classrooms. Bilingual Research Journal, 25, 461–478.

Hart, J., & Lee, O. (2003). Teacher professional development to improve science and literacy achievement of English language learners. Bilingual Research Journal, 27, 475–501.

Kennedy, M. M. (1998). Education reform and subject matter knowledge. Journal of Research and Science Teaching, 35, 249–263.CrossRef

Lee, O. (2002). Science inquiry for elementary students from diverse backgrounds. In W. G. Secada (Eds.), Review of Research in Education (Vol. 26, pp. 23–69). Washington, DC: American Educational Research Association.

Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41, 65–93.CrossRef

Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(3), 12–21.

Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42, 411–438.CrossRef

Lee, O., & Luykx, A. (2006). Science education and student diversity: Synthesis and research agenda. New York: Cambridge University Press.

Lee, O., Luykx, A., Buxton, C., & Shaver, A. (2007). The challenge of altering elementary school teachers’ beliefs and practices regarding linguistic and cultural diversity in science education. Journal of Research in Science Teaching, 44, 1269–1291.CrossRef

Lee, O., Maerten-Rivera, J., Buxton, C., Penfield, R. D., & Secada, W. G. (in press). Urban elementary school teachers’ perceived knowledge, practices, and organizational supports and barriers in Science instruction with English language learners. Journal of Science Teacher Education.

Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

McNeil, L. M. (2000). Creating new inequalities: Contradictions of reform. Phi Delta Kappan, 81, 729–734.

National Center for Education Statistics. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

Rodríguez, A., & Kitchen, R. S. (Eds.). (2005). Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action. Mahwah, NJ: Erlbaum.

Spillane, J. P., Diamond, J. B., Walker, L. J., Halverson, R., & Jita, L. (2001). Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject. Journal of Research in Science Teaching, 38, 918–940.CrossRef

Wiley, T. G., & Wright, W. E. (2004). Against the undertow: Language-minority education policy and politics in the “age of accountability.” Educational Policy, 18, 142–168.CrossRef

Titel: Promoting Science Among English Language Learners: Professional Development for Today’s Culturally and Linguistically Diverse Classrooms
verfasst von: Cory Buxton
Okhee Lee
Alexandra Santau
Publikationsdatum: 01.10.2008
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 5/2008
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9103-x

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 5/2008

Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry

Making Problematic Standardized Assessment for Teacher Accountability: Using Political Theory to Guide Science Teacher Education Research

Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method

Premium Partner