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

Abstract

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
Volume27
Issue number7
DOIs
StatePublished - Nov 1 2016

Fingerprint

Teaching
teacher
science
resources
school
Group
student
elementary school teacher
district
participation

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

School Resources in Teaching Science to Diverse Student Groups : An Intervention’s Effect on Elementary Teachers’ Perceptions. / Lee, Okhee; Llosa, Lorena; Jiang, Feng; O’Connor, Corey; Haas, Alison.

In: Journal of Science Teacher Education, Vol. 27, No. 7, 01.11.2016, p. 769-794.

Research output: Contribution to journalArticle

@article{7bbe4e6c7f6246e6baf0898f6b121772,
title = "School Resources in Teaching Science to Diverse Student Groups: An Intervention’s Effect on Elementary Teachers’ Perceptions",
abstract = "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.",
keywords = "English learners, School resources, Student diversity, Teacher professional development",
author = "Okhee Lee and Lorena Llosa and Feng Jiang and Corey O’Connor and Alison Haas",
year = "2016",
month = "11",
day = "1",
doi = "10.1007/s10972-016-9487-y",
language = "English (US)",
volume = "27",
pages = "769--794",
journal = "Journal of Science Teacher Education",
issn = "1046-560X",
publisher = "Springer Netherlands",
number = "7",

}

TY - JOUR

T1 - School Resources in Teaching Science to Diverse Student Groups

T2 - An Intervention’s Effect on Elementary Teachers’ Perceptions

AU - Lee, Okhee

AU - Llosa, Lorena

AU - Jiang, Feng

AU - O’Connor, Corey

AU - Haas, Alison

PY - 2016/11/1

Y1 - 2016/11/1

N2 - 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.

AB - 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.

KW - English learners

KW - School resources

KW - Student diversity

KW - Teacher professional development

UR - http://www.scopus.com/inward/record.url?scp=84995511328&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84995511328&partnerID=8YFLogxK

U2 - 10.1007/s10972-016-9487-y

DO - 10.1007/s10972-016-9487-y

M3 - Article

VL - 27

SP - 769

EP - 794

JO - Journal of Science Teacher Education

JF - Journal of Science Teacher Education

SN - 1046-560X

IS - 7

ER -