The Impact of Professional Development on Elementary Teachers' Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools

Karen Adamson, Alexandra Santau, Okhee Lee

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)553-571
Number of pages19
JournalJournal of Science Teacher Education
Volume24
Issue number3
DOIs
StatePublished - Apr 2013

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elementary school
English language
Teaching
teacher
science
Group
student
school grade
development project
research and development
research project
literacy
instruction
curriculum
reform
participation
interview

ASJC Scopus subject areas

  • Education

Cite this

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