Search results for: Lee Okhee
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The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
The purpose of this study was to examine teachers’ reported instructional strategies for promoting science learning while supporting English language development during science instruction with diverse student groups, especially English Language Learners (ELLs), in urban elementary schools. The findings reveal that teachers across three grade levels consistently indicated similar strategies to promote science learning, such as making connections to prior knowledge or real world experiences and engaging in hands-on activities. However, teachers at all three grade levels did not report more sophisticated inquiry-based strategies. Although the reported strategies were similar in frequency across grade levels, there were significant differences among grade level and by years of teacher participation.
Updated: May. 12, 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