A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity

Autor/in	Navarro Martell, Melissa Arabel
Titel	A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity
Quelle	(2018), (159 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-3092-4
Schlagwörter	Hochschulschrift; Dissertation; Bilingualism; Science Teachers; Ideology; Instruction; Access to Education; Equal Education; Elementary School Teachers; Elementary School Science; Bilingual Students; Teaching Methods; Classroom Techniques + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bilingualismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ideologie; Teaching process; Unterrichtsprozess; Education; Access; Bildung; Zugang; Bildungszugang; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung
Abstract	This study explores how K-8 critically conscious dual-language science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual-language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This study is informed by the main research question: How are the IPAE tenets manifested in K-8 CCDLSTs' daily classroom practice? Previous research offers limited information on how dual-language science teachers practice their critical consciousness. Given the era of Common Core State Standards and the number of BLs left with underprepared teachers, this study advances understanding of what CCDLSTs are doing in classrooms to draw on the assets of BLs. A phenomenological design was used to gather interview and observational data of how six CCDLSTs employed a critically conscious pedagogy in a dual-language setting while creating access to science content, with equity at the core. Findings include research-based examples of the instructional processes CCDLSTs used in their classrooms and how they planned and implemented science lessons inclusive of the IPAE tenets. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01