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Multimodality and the 5R Instructional Model: Biology Teachers Learning to Engage Emergent Multilingual Learners
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Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak – Journal of Science Teacher Education, 2021
The purpose of this study was to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning inclusive lesson for emerging multilingual learners (EML). The PD integrated biology content with the scientific practices of using mathematical…
Descriptors: Biology, Science Teachers, Science Instruction, Learning Experience
Emerging, Existing, and Imagined Identities: A Case of Mid-Career and Late-Career Secondary Science Teacher Departure/Dropout
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Weinburgh, Molly – Journal of Science Teacher Education, 2020
In order to improve the retention of science teachers, studies have focused on understanding the issues teachers encounter and identities they construct. Most studies examined the early years of teaching science. However, fewer studies of professional trajectory and identity examine the departure/dropout of mid-career and late-career science…
Descriptors: Professional Development, Professional Identity, Dropouts, Faculty Mobility
Supporting ELLs' Use of Hybrid Language and Argumentation during Science Instruction
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Wu, Shelly C.; Silveus, Allison; Vasquez, Stacy; Biffi, Daniella; Silva, Cecilia; Weinburgh, Molly – Journal of Science Teacher Education, 2019
To bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to…
Descriptors: Science Instruction, English Language Learners, Language Usage, Persuasive Discourse
The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms
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Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta – Journal of Science Teacher Education, 2014
As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation…
Descriptors: Inquiry, Science Instruction, Teacher Educators, Science Teachers
The Effect of "Tenebrio Obscurus" on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-Efficacy
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Weinburgh, Molly – Journal of Science Teacher Education, 2007
This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers' content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using…
Descriptors: Preservice Teachers, Elementary School Science, Methods Courses, Teacher Education Curriculum
Preparing Gender Inclusive Science Teachers: Suggestions from the Literature.
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Weinburgh, Molly – Journal of Science Teacher Education, 1995
Substantial data indicate females have been underrepresented and underserved in mathematics and science. Reviews recent research contributions to the topics of educational equity, student-teacher interactions, science instruction, teacher beliefs, and implications for teacher education. Provides suggestions for developing gender inclusive…
Descriptors: Educational Environment, Elementary Secondary Education, Equal Education, Females