Urban Elementary School Teachers' Knowledge and Practices in Teaching Science to English Language Learners

Autor/inn/en	Lee, Okhee; Lewis, Scott; Adamson, Karen; Maerten-Rivera, Jaime; Secada, Walter G.
Titel	Urban Elementary School Teachers' Knowledge and Practices in Teaching Science to English Language Learners
Quelle	In: Science Education, 92 (2008) 4, S.733-758 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20255
Schlagwörter	Intervention; Teacher Characteristics; Second Language Learning; Teacher Workshops; Educational Change; Elementary School Teachers; English (Second Language); Language Acquisition; Urban Schools; Grade 3; Science Instruction; National Standards; Data Collection; Grade 5; United States + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Data capture; Datensammlung; School year 05; 5. Schuljahr; Schuljahr 05; USA
Abstract	This study examined urban elementary teachers' knowledge and practices in teaching science while supporting English language development of English language learning (ELL) students. As part of a larger 5-year research project in the United States, the study involved 38 third-grade teachers who participated in the first-year implementation of a professional development intervention that consisted of curriculum units and teacher workshops. The study examined four areas - teacher knowledge of science content, teaching science for understanding, teaching science for inquiry, and teacher support for English language development - through a questionnaire, classroom observations, and post-observation interviews. Results indicate that teachers' knowledge and practices were generally within the bounds supported by the intervention; however, such knowledge and practices fell short of the goal of reform-oriented practices. The results provide insights for our ongoing intervention and other similar efforts and contribute to the emerging knowledge base on science and English language and literacy with ELL students. (Contains 9 tables and 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10