Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction among English Language Learners

Autor/inn/en	Lee, Okhee; Adamson, Karen; Maerten-Rivera, Jaime; Lewis, Scott; Thornton, Constance; LeRoy, Kathryn
Titel	Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction among English Language Learners
Quelle	In: Journal of Science Teacher Education, 19 (2008) 1, S.41-67 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9081-4
Schlagwörter	Urban Schools; Mathematics Education; Intervention; Science Achievement; Elementary School Teachers; Teacher Workshops; Professional Development; Science Instruction; English (Second Language); Second Language Learning; Questionnaires; Teacher Attitudes; Knowledge Base for Teaching; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz
Abstract	Our 5-year professional development intervention is designed to promote elementary teachers' knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers' perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students' science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers' perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10