The Impact of Professional Learning on In-Service Teachers' Pedagogical Delivery of Literacy-Infused Science with Middle School English Learners: A Randomised Controlled Trial Study in the U.S.

Autor/inn/en	Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Tang, Shifang; Sutton-Jones, Kara L.
Titel	The Impact of Professional Learning on In-Service Teachers' Pedagogical Delivery of Literacy-Infused Science with Middle School English Learners: A Randomised Controlled Trial Study in the U.S.
Quelle	In: Educational Studies, 45 (2019) 5, S.533-553 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1509776
Schlagwörter	Faculty Development; English Language Learners; Instructional Improvement; Middle School Teachers; Expressive Language; Language Skills; Science Instruction; Course Content; Teaching Methods; Literacy Education; Interdisciplinary Approach; Criticism; Bilingualism; Classroom Observation Techniques; Language of Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Language skill; Sprachkompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritik; Bilingualismus; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Research in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers' instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students' expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01