School Resources in Teaching Science to Diverse Student Groups: An Intervention’s Effect on Elementary Teachers’ Perceptions

Okhee Lee, Lorena Llosa, Feng Jiang, Corey O’Connor, Alison Haas

Research output: Contribution to journalArticle


Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year. As a result of the intervention, teachers in the treatment group reported more positive perceptions of school resources than teachers in the control group.

Original languageEnglish (US)
Pages (from-to)769-794
Number of pages26
JournalJournal of Science Teacher Education
Issue number7
StatePublished - Nov 1 2016



  • English learners
  • School resources
  • Student diversity
  • Teacher professional development

ASJC Scopus subject areas

  • Education

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