Search results for: Shaw Jerome M.

This article present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. Preliminary results indicate that student learning improved across all categories, although the effect varied by category. Furthermore, English Language Learner (ELL) learning gains were on par with nonELLs, with differences across proficiency levels for vocabulary gain scores. Overall, these results offer some promise that the instruction provided by first year elementary teachers )FYTs), and by extension the project’s intervention, can improve ELLs’ science and literacy learning, as well as learning for English only students.