A Comparison of Elementary Teachers' Verbal Supports for Students in Inclusive and General Classroom Contexts during an NGSS-Aligned Science, Engineering, and Computer Science Unit

Autor/inn/en	Lilly, Sarah; McAlister, Anne M.; Fick, Sarah J.; Chiu, Jennifer L.
Titel	A Comparison of Elementary Teachers' Verbal Supports for Students in Inclusive and General Classroom Contexts during an NGSS-Aligned Science, Engineering, and Computer Science Unit
Quelle	In: Science Education, 107 (2023) 4, S.853-883 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lilly, Sarah) ORCID (McAlister, Anne M.) ORCID (Fick, Sarah J.) ORCID (Chiu, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21788
Schlagwörter	Elementary School Teachers; Elementary School Students; General Education; Inclusion; Teacher Student Relationship; Classroom Communication; Feedback (Response); Verbal Communication; Science Instruction; Engineering Education; Computer Science Education; Individualized Education Programs; Teacher Expectations of Students; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Computer science lessons; Informatikunterricht; Individualized education program; Individualisierendes Lernen; Pädagogische Kompetenz
Abstract	Elementary teachers are tasked with the challenge of implementing Next Generation Science Standards-aligned projects that integrate science, technology, engineering, mathematics, and computer science (STEM + CS) in a variety of classroom contexts. This study investigates how teachers verbally support students in two classrooms, one general education class and one inclusive class with a larger proportion of students with individualized educational plans, to engage in a Next Generation Science Standards-aligned, STEM + CS unit. Teachers' verbal support for students to understand how (pragmatic) and when and why (epistemic) to use practices was examined during whole-class discussions for a 4-week unit in science, engineering, and computer science-focused lessons. Bi-weekly teacher surveys and weekly teacher interviews provided insight into the teachers' perceptions of students and project activities in each class section. Teachers reported instructional decisions to modify their enactment of the interdisciplinary curricular materials for the Inclusive Class and discussed their rationales for these modifications. Results suggest that instructional decisions that teachers made in how to verbally support students may depend upon their own knowledge of the different disciplines being integrated, their prior beliefs of students in different classroom contexts, and their in-the-moment perceptions of student needs. These factors may have led to different learning experiences for the students in each class section. Findings underscore the need for more research to better understand what kinds of support students and teachers need to be able to integrate engineering, science, and computer science content and practices within their elementary classrooms and provide equitable learning opportunities for all students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01