Transforming Practice: Supporting Secondary Science Teachers of English Learners

Autor/in	Valadez, Marcela Denise
Titel	Transforming Practice: Supporting Secondary Science Teachers of English Learners
Quelle	(2022), (135 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2099-0001-6
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; Science Teachers; English Language Learners; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Teacher Role; Teacher Student Relationship; Faculty Development; Classification; Language Proficiency; Lesson Plans; Teacher Collaboration; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Language skill; Language skills; Sprachkompetenz; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Kalifornien
Abstract	This study investigated whether collaboration between science teachers and ELD teachers would result in changes to teachers' perceptions about their role and responsibility to support English Learners in their science classes and whether professional learning opportunities provided would result in planned implementation of strategies and practices to support those students. Science teachers of English Learners benefitted from professional learning opportunities that engage science teachers and English Language Development teachers in the process of working together to help revise lesson plans to better support English Learners. This Professional Learning intervention engaged science and ELD teachers in 10 sessions conducted over the course of 5 weeks. Using a qualitative research design, data from pre and post interviews, observations from professional learning sessions, reflections from learning sessions and teacher created activities and lesson plans revealed that science teachers benefit from learning about California's expectations for teaching English Learners, the typologies, proficiency levels and capabilities of students at different proficiency levels and opportunities to practice implementing strategies and practices that support English Learners in their Science classes with coaching from ELD teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01