A substantial achievement gap between K-12 English learners (ELs) and non-ELs in
science, technology, engineering, and mathematics (STEM) content areas exists, as indicated by national assessments of student outcomes. Considering the expected steady increase in students who are ELs in the U.S., determining methods for addressing this achievement gap is of immediate concern. Research has indicated this gap may be exacerbated by lack of adequate teacher preparation, specifically in STEM fields, to effectively teach students who are culturally and linguistically diverse (CLD). Founded in previous research about effective teacher preparation, the current case study pilots and reports on a model of early STEM preservice teacher training that integrates: knowledge of language development for ELs, early experiences with CLD learners, and professional development activities that guide the implementation of STEM pedagogical methods. Five STEM preservice teachers participated in a year-long supplemental training program focused on adapting STEM instruction for ELs. Components of the supplemental program included: (a) coursework extending teacher knowledge of EL language development, (b) fieldwork providing early exposure to research-based teaching experiences with EL students, and (c) professional development guiding the creation of hands-on
STEM curriculum for diverse learners. Five secondary preservice teachers experienced increases in self-efficacy, growth in STEM instructional practices, and greater motivation for teaching in high-need schools. Results will inform educational models for improving STEM-EL teaching, thereby addressing a crucial need to serve the growing national population of underserved students.
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Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners
As part of a three‐year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P‐SELL (Promoting Science Among English Language Learners) intervention comprised curriculum materials for students and teachers and teacher professional development workshops during the summer and throughout the school year. Using a cluster randomized controlled trial design, the study involved 103 fifth grade teachers from 33 treatment schools and 116 fifth grade teachers from 33 control schools across three school districts in one state. The teachers completed a researcher‐developed science test and a questionnaire about their instructional practices at the beginning and end of the year. Results indicated a positive effect of the P‐SELL intervention on teachers' science knowledge and all four measures of instructional practices: teaching for understanding, teaching for inquiry, language development strategies, and home language use. This positive effect could be attributed to consistent implementation of the key features of the intervention (i.e., standards‐based, inquiry‐oriented, and language‐focused) for all students and ELLs in particular through educative curriculum materials and professional development. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 579–597, 2016
- PAR ID:
- 10239946
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Research in Science Teaching
- Volume:
- 53
- Issue:
- 4
- ISSN:
- 0022-4308
- Format(s):
- Medium: X Size: p. 579-597
- Size(s):
- p. 579-597
- Sponsoring Org:
- National Science Foundation
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