Supporting K-12 English language learners in science : putting research into teaching practice / edited by Cory A. Buxton and Martha Allexsaht-Snider.
The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of...
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Full Text (via EBSCO) |
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| Other Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
New York :
Routledge,
2017.
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| Series: | Teaching and learning in science series.
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Table of Contents:
- Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Acknowledgments; 1 Introduction
- Teaching Science to Emergent Bilingual Learners: Research and Practice at the Intersection of Science and Language Learning; Changing Occupational Landscapes and Changing Student Demographics; Changing Science Standards; Acquiring and Using the Language in Science; Thinking Beyond the U.S. Context; Organization of the Book; P-SELL; LISELL-B; ESTELL; Conclusion; Note about Word Choices; References; Part I P-SELL: Promoting Science Among English Language Learners.
- 2 Promoting Science among English Language Learners (P-SELL) Model: Curricular and Professional Development Intervention in Elementary Science Instruction with a Focus on English Language LearnersContext; Theory of Change for the P-SELL Model; Implications; References; 3 Measures and Outcomes for Students and Teachers in the Promoting Science among English Language Learners (P-SELL) Project; Overview of P-SELL Projects; Student Measures and Outcomes; Teacher Measures and Outcomes; Implications; References; Appendix A
- Teacher Knowledge Test Items from Efficacy Study.
- Appendix B
- Teacher Knowledge Test Items from Effectiveness Study4 Challenges in Implementing and Evaluating a Large-Scale Science Intervention: The Case of the Promoting Science among English Language Learners (P-SELL) Project; Introduction; Challenges in Large-Scale Implementation; Challenges in Large-Scale Evaluation; Concluding Remarks; References; Part II LISELL-B: Language-Rich Inquiry Science with English Language Learners Through Biotechnology; 5 Reassembling Science Teacher Educator Professional Learning in the LISELL-B Project; Introduction.
- Theoretical Framework
- Actor Network TheoryMethods; Results; Discussion and Conclusions; Final Thoughts; References; 6 Using Teacher Logs to Study Project Enactment and Support Professional Learning in the LISELL-B project; Introduction; Development of the Log; Implementation of the Log; How the Log Data Informed the LISELL-B Project; Implications; References; Appendix A
- Year 1 Log Screenshots; Appendix B
- Revised Year 2 Part D Log Questions; Appendix C
- Sample Aggregate Teacher Response Patterns: Middle School Physical Science.
- 7 The Value of Theory and Practice in the Context of the LISELL-B Project: Examples of Plug-insPlug-in 1 (Shakhnoza); Plug-in 2 (Rouhollah); Plug-in 3 (Max); Next; Notes; References; Part III ESTELL: Effective Science Teaching for English Language Learners; 8 Promoting English Language Learner Pedagogy in Science with Elementary School Teachers: The ESTELL Model of Pre-Service Teacher Education; Introduction; ESTELL Pedagogy; The ESTELL Pre-Service Teacher Preparation Program; Conclusion; References.