The Impact of Professional Development on Elementary Teachers' Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools

Autor/inn/en	Adamson, Karen; Santau, Alexandra; Lee, Okhee
Titel	The Impact of Professional Development on Elementary Teachers' Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
Quelle	In: Journal of Science Teacher Education, 24 (2013) 3, S.553-571 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9306-z
Schlagwörter	Elementary School Teachers; Grade 3; Grade 4; Grade 5; Faculty Development; Outcomes of Education; Teaching Methods; Science Instruction; Inquiry; Active Learning; Urban Schools; English (Second Language); Second Language Learning; English Language Learners; Elementary School Science; Teacher Workshops; Interviews + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik
Abstract	This study examined elementary teachers' instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students' science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10