Teachers' Perceptions of Policy Influences on Science Instruction with Culturally and Linguistically Diverse Elementary Students

Autor/inn/en	Shaver, Annis; Cuevas, Peggy; Lee, Okhee; Avalos, Mary
Titel	Teachers' Perceptions of Policy Influences on Science Instruction with Culturally and Linguistically Diverse Elementary Students
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 5, S.725-746 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20151
Schlagwörter	Second Language Learning; Grade 4; Science Instruction; Opinions; Elementary School Teachers; Urban Schools; Focus Groups; Accountability; English (Second Language); Teacher Attitudes; Measurement; Socioeconomic Status; Interviews; Questionnaires; Florida; United States; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmeinung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Verantwortung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Messverfahren; Socio-economic status; Sozioökonomischer Status; Interviewing; Interviewtechnik; Fragebogen; USA
Abstract	This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2-year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. (Contains 4 tables and 2 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10