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ERIC Number: EJ1002486
Record Type: Journal
Publication Date: 2013-Apr
Pages: 19
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1046-560X
The Impact of Professional Development on Elementary Teachers' Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
Adamson, Karen; Santau, Alexandra; Lee, Okhee
Journal of Science Teacher Education, v24 n3 p553-571 Apr 2013
This study examined elementary teachers' instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students' science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A