ERIC Number: EJ1012574
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 23
Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners
Lee, Okhee; Buxton, Cory A.
Theory Into Practice, v52 n2 p110-117 2013
The school-aged population in the United States is becoming more culturally and linguistically diverse, while achievement gaps across content areas persist. At the same time, more rigorous academic demands are being placed on all students, including English language learners (ELLs). Teachers of ELLs face the double challenge of promoting English language and literacy development, as well as academic achievement across subject areas. This article addresses effective professional development to support the teaching of science and English language and literacy to ELLs. First, it highlights what the literature says about teachers' knowledge and practices in teaching science to ELLs. Second, it highlights what the literature says about teacher professional development more broadly, and then specifically in terms of science instruction with ELLs. Finally, it discusses emerging educational policies and their potential implications for professional development of science teachers of ELLs.
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Academic Achievement, Faculty Development, Science Achievement, Reading Achievement, Science Instruction, Pedagogical Content Knowledge, Active Learning, Educational Policy, Educational Indicators, Federal Programs, Federal Legislation, Educational Legislation
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Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001