English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Consensus Study Report

Sonst. Personen	Francis, David (Hrsg.); Stephens, Amy (Hrsg.)
Institution	National Academies, National Academy of Engineering; National Academies, National Academy of Medicine; National Academies, National Academy of Sciences
Titel	English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Consensus Study Report
Quelle	(2018), (290 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3094-7908-0
DOI	10.17226/25182
Schlagwörter	Second Language Learning; Second Language Instruction; English Language Learners; STEM Education; Academic Standards; Educational Research; Student Characteristics; Foreign Students; Bilingual Education; Classification; Access to Education; Achievement Gap; Student Placement; Elementary Secondary Education; Educational Strategies; Teacher Collaboration; Curriculum; Family Involvement; Family School Relationship; Preservice Teacher Education; Inservice Teacher Education; Faculty Development; Teacher Educators; Student Evaluation; Formative Evaluation; Summative Evaluation; Capacity Building; Educational Policy; Public Policy; State Policy; School Districts; Academic Achievement; Educational Assessment + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; STEM; Bildungsforschung; Pädagogische Forschung; Bilingual teaching; Bilingualer Unterricht; Classification system; Klassifikation; Klassifikationssystem; Education; Access; Bildung; Zugang; Bildungszugang; Schülerpraktikum; Lehrstrategie; Lehrerkooperation; Curricula; Lehrplan; Rahmenplan; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Teacher education; Lehrerbildung; Schulnote; Studentische Bewertung; Politics of education; Bildungspolitik; Öffentliche Ordnung; School district; Schulbezirk; Schulleistung; assessment; Bewertungssystem
Abstract	The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. "English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives" examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. [Individual chapters contain references. Contributors include the Committee on Supporting English Learners in STEM Subjects; Board on Science Education; Board on Children, Youth, and Families; and the Division of Behavioral and Social Sciences and Education.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01