US urban elementary teachers' knowledge and practices in teaching science to english language learners: Results from the first year of a professional development intervention

Alexandra O. Santau, Walter Secada, Jaime Maerten-Rivera, Neporcha Cone, Okhee Lee

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses and classroom observation ratings, results indicated that (1) teachers' knowledge and practices were within the bounds of acceptability but short of reform-oriented practices and (2) grade-level differences existed, especially between Grades 3 and 5.

Original languageEnglish
Pages (from-to)2007-2032
Number of pages26
JournalInternational Journal of Science Education
Volume32
Issue number15
DOIs
StatePublished - Sep 28 2010

Fingerprint

English language
school grade
teaching practice
Teaching
teacher
science
instruction
research and development
learning
elementary school
student
rating
literacy
classroom
reform
questionnaire

Keywords

  • Elementary school
  • In-service
  • Inquiry-based teaching
  • Science education
  • Teachers' knowledge

ASJC Scopus subject areas

  • Education

Cite this

US urban elementary teachers' knowledge and practices in teaching science to english language learners : Results from the first year of a professional development intervention. / Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee.

In: International Journal of Science Education, Vol. 32, No. 15, 28.09.2010, p. 2007-2032.

Research output: Contribution to journalArticle

@article{eb0b83e8c2df47cba6e503740fc1bddb,
title = "US urban elementary teachers' knowledge and practices in teaching science to english language learners: Results from the first year of a professional development intervention",
abstract = "The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses and classroom observation ratings, results indicated that (1) teachers' knowledge and practices were within the bounds of acceptability but short of reform-oriented practices and (2) grade-level differences existed, especially between Grades 3 and 5.",
keywords = "Elementary school, In-service, Inquiry-based teaching, Science education, Teachers' knowledge",
author = "Santau, {Alexandra O.} and Walter Secada and Jaime Maerten-Rivera and Neporcha Cone and Okhee Lee",
year = "2010",
month = "9",
day = "28",
doi = "10.1080/09500690903280588",
language = "English",
volume = "32",
pages = "2007--2032",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis Ltd.",
number = "15",

}

TY - JOUR

T1 - US urban elementary teachers' knowledge and practices in teaching science to english language learners

T2 - Results from the first year of a professional development intervention

AU - Santau, Alexandra O.

AU - Secada, Walter

AU - Maerten-Rivera, Jaime

AU - Cone, Neporcha

AU - Lee, Okhee

PY - 2010/9/28

Y1 - 2010/9/28

N2 - The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses and classroom observation ratings, results indicated that (1) teachers' knowledge and practices were within the bounds of acceptability but short of reform-oriented practices and (2) grade-level differences existed, especially between Grades 3 and 5.

AB - The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses and classroom observation ratings, results indicated that (1) teachers' knowledge and practices were within the bounds of acceptability but short of reform-oriented practices and (2) grade-level differences existed, especially between Grades 3 and 5.

KW - Elementary school

KW - In-service

KW - Inquiry-based teaching

KW - Science education

KW - Teachers' knowledge

UR - http://www.scopus.com/inward/record.url?scp=77956963296&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77956963296&partnerID=8YFLogxK

U2 - 10.1080/09500690903280588

DO - 10.1080/09500690903280588

M3 - Article

AN - SCOPUS:77956963296

VL - 32

SP - 2007

EP - 2032

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 15

ER -