Search results for: Buxton Cory
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The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
This descriptive study examined urban elementary school teachers’ perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. The study also examined teachers’ perceptions of organizational supports and barriers associated with teaching science to nonmainstream students. 221 third- through fifth-grade teachers from 15 urban elementary schools in a large school district participated in this study.
Updated: Jul. 08, 2009