Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners

Autor/inn/en	Lee, Okhee; Maerten-Rivera, Jaime; Buxton, Cory; Penfield, Randall; Secada, Walter G.
Titel	Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners
Quelle	In: Journal of Science Teacher Education, 20 (2009) 3, S.263-286 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9133-z
Schlagwörter	Second Language Learning; Grade 5; Elementary School Teachers; Science Instruction; Teaching Methods; Teacher Attitudes; English (Second Language); Urban Schools; Pedagogical Content Knowledge; Teacher Qualifications; Barriers; Grade 3; Grade 4; Elementary School Students; Student Diversity + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pädagogische Kompetenz; Lehrqualifikation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students. The study involved 221 third- through fifth-grade teachers from 15 urban elementary schools in a large school district. The teachers completed a survey in the spring of 2005. The internal consistency reliability estimates, Cronbach alpha, for scales created from the survey items were within an acceptable range. The teachers reported that they were generally knowledgeable about science topics at their grade level and that they taught science to promote students' understanding and inquiry. In contrast, the teachers reported rarely discussing student diversity in their own teaching or with other teachers at their schools. The teachers identified specific organizational supports and barriers in teaching science with diverse student groups at both the school and classroom levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10