Student Initiatives in Urban Elementary Science Classrooms

Autor/inn/en	Lewis, Scott; Lee, Okhee; Santau, Alexandra; Cone, Neporcha
Titel	Student Initiatives in Urban Elementary Science Classrooms
Quelle	In: School Science and Mathematics, 110 (2010) 3, S.160-172 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2010.00018.x
Schlagwörter	Elementary School Science; Grade 5; Grade 3; English (Second Language); Second Language Learning; Inquiry; Science Instruction; Teaching Methods; Elementary School Students; Intervention; Grade 4; Urban Schools; Age Differences; Student Role; Knowledge Base for Teaching; Low Income Groups; At Risk Students; Student Participation; Faculty Development; Minority Group Children; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Age; Difference; Age difference; Altersunterschied; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Pädagogische Kompetenz
Abstract	Student initiatives play an important role in inquiry-based science with all students, including English language learning (ELL) students. This study examined initiatives that elementary students made as they participated in an intervention to promote science learning and English language development over a three-year period. In addition, the study examined whether student initiatives were related to other domains of classroom practices. The study involved 70 third-, fourth-, and fifth-grade classrooms with ELL students in six urban elementary schools. Results indicated that students generally made few, low-quality initiatives. Student initiatives were generally not related to the other domains of classroom practices for grades 3 and 4, whereas initiatives were significantly related to almost all the other domains for grade 5. These results contribute to the knowledge base for fostering ELL students' initiatives in science classrooms. (Contains 3 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10