Analyzing Bilingual Science Assessments for Improved Understanding of Science and Language Connections Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).

Autor/inn/en	Buxton, Cory A.; Harman, Ruth; Cardozo-Gaibisso, Lourdes; Jiang, Lei; Bui, Khanh; Allexsaht-Snider, Martha A.
Titel	Analyzing Bilingual Science Assessments for Improved Understanding of Science and Language Connections Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020).
Quelle	(2020), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Tests; Bilingualism; Teacher Attitudes; Teacher Workshops; Test Format; Second Language Learning; English (Second Language); Secondary School Teachers; Science Teachers; Discourse Analysis; Correlation; Language Role; Educational Resources; Knowledge Level; Content and Language Integrated Learning; Teaching Methods; Second Language Instruction; Educational Change; Spanish; Native Language; Longitudinal Studies; Culture Fair Tests; Scaffolding (Teaching Technique); Science Instruction + Suchen Sie Ihr Suchwort? Bilingualismus; Lehrerverhalten; Testentwicklung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Korrelation; Bildungsmittel; Wissensbasis; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Bildungsreform; Spanisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Our project provided a series of workshops for teachers where they explored students' emergent reform-oriented science meaning-making in our project-designed assessments. We used discourse analysis to explore how three different groups grappled with the relationship between science and language in this context: (1) researchers' emergent understandings of how to create improved resources for teachers to better integrate science and language; (2) students' emergent understandings as expressed in their assessment responses; and (3) teachers' emergent understandings of how to integrate science and language in their instruction as expressed in interviews in the teacher writing workshops. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01