Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

Autor/inn/en	Rivard, Léonard P.; Gueye, Ndeye R.
Titel	Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers
Quelle	In: International Journal of Science Education, 38 (2016) 7, S.1150-1173 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1183267
Schlagwörter	Literacy; Minority Group Teachers; Science Instruction; Faculty Mobility; Language Minorities; Teaching Methods; Questionnaires; Student Attitudes; Mentors; Focus Groups; Principals; Faculty Development; Workshops; Interviews; Administrator Attitudes; Program Descriptions; Second Language Learning; Language of Instruction; Course Content; French Canadians; Foreign Countries; English (Second Language); Mixed Methods Research; Canada + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachminderheit; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Schülerverhalten; Principal; Schulleiter; Lernwerkstatt; Schulung; Interviewing; Interviewtechnik; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Kursprogramm; Frankokanadier; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Kanada
Abstract	'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01