What about Language while Equitably Assessing Science?: Case Studies of Preservice Teachers' Evolving Expertise

Autor/in	Lyon, Edward G.
Titel	What about Language while Equitably Assessing Science?: Case Studies of Preservice Teachers' Evolving Expertise
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 32 (2013), S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.12.006
Schlagwörter	Preservice Teachers; Practicums; Case Studies; Qualitative Research; Interviews; Surveys; Observation; Secondary School Science; Student Evaluation; Language Minorities; Evaluation Criteria; Science Tests; Science Teachers; Expertise; Language Role; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study; Qualitative Forschung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Beobachtung; Schulnote; Studentische Bewertung; Sprachminderheit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Expert appraisal; Lehramtsstudiengang; Lehrerausbildung
Abstract	The three case studies, drawing on qualitative analysis of surveys, interviews, program artifacts, and classroom observation, describe secondary science preservice teachers' evolving expertise at providing opportunities for linguistically diverse students to learn and demonstrate what they have learned (i.e., equitable assessment). The teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, two tensions emerged, which inform the preparation of future science teachers: (a) should language demands of science assessment be reduced or scaffolded and (b) should language use in science as well as scientific understanding be assessed? (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10