182
Views
32
CrossRef citations to date
0
Altmetric
Original Articles

Urban Elementary Teachers’ Perspectives on Teaching Science to English Language Learners

, , , &
Pages 263-286 | Received 22 Nov 2006, Accepted 06 Apr 2009, Published online: 10 Mar 2017

References

  • Abd-El-KhalickFBellRLLedermanNGThe nature of science and instructional practice: Making the unnatural naturalScience Education19988241743610.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
  • AugustDHakutaKImproving schooling for language-minority children: A research agenda1997Washington, DCNational Academy Press
  • BryanLAAtwaterMMTeacher beliefs and cultural models: A challenge for science teacher preparation programsScience Education20028682183910.1002/sce.10043
  • CarlsenWSBrophyJSubject-matter knowledge and science teaching: A pragmatic perspectiveAdvances in research on teaching. Vol. 2: Teachers’ knowledge of subject matter as it relates to their teaching practice1991Greenwich, CTJAI Press115143
  • CasteelCPIsomBAReciprocal processes in science and literacy learningThe Reading Teacher199447538545
  • ChamotAUO’MalleyJMThe CALLA handbook: Implementing the cognitive academic language learning approach1994Reading, MAAddison-Wesley
  • CohenDKHillHCInstructional policy and classroom performance: The mathematics reform in CaliforniaTeachers College Record2000102229434310.1111/0161-4681.00057
  • DonovanMPThe vocabulary of biology and the problem of semanticsJournal of College Science Teaching1997266381382
  • FraddSHLeeOScience for all: A promise or a pipe dream for bilingual students?Bilingual Research Journal199519261278
  • GamoranAAndersonCWQuirozPASecadaWGWilliamsTAshmannSTransforming teaching in math and science: How schools and districts can support change2003New YorkTeachers College Press
  • GamoranASecadaWGMarrettCBHallinanMTThe organizational context of teaching and learning: Changing theoretical perspectivesHandbook of research in the sociology of education2000New YorkKluwer Academic/Plenum3763
  • GarcíaEELeeORoseberyASWarrenBScience instruction for all: Creating a responsive learning communityTeaching science to English language learners: Building on students’ strengths2008Arlington, VANational Science Teachers Association151161
  • GaretMSPorterACDesimoneLBirmanBFYoonKSWhat makes professional development effective? Results from a national sample of teachersAmerican Educational Research Journal20013891594510.3102/00028312038004915
  • GonzalezNMollLCruzando el puente: Building bridges to funds of knowledgeEducational Policy20021662364110.1177/0895904802016004009
  • HartJLeeOTeacher professional development to improve science and literacy achievement of English language learnersBilingual Research Journal200327475501
  • HewsonPWKahleJBScantleburyKDaviesDEquitable science education in urban middle schools: Do reform efforts make a difference?Journal of Research in Science Teaching2001381130114410.1002/tea.10006
  • KennedyMMEducation reform and subject matter knowledgeJournal of Research in Science Teaching19983524926310.1002/(SICI)1098-2736(199803)35:3<249::AID-TEA2>3.0.CO;2-R
  • KnappMSBetween systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learningReview of Educational Research199767227266
  • KnappMSPleckiMLInvesting in the renewal of urban science teachingJournal of Research in Science Teaching2001381089110010.1002/tea.10003
  • LeeODeaktorRAHartJECuevasPEndersCAn instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary studentsJournal of Research in Science Teaching20054285788710.1002/tea.20071
  • LeeOFraddSHScience for all, including students from non-English language backgroundsEducational Researcher19982731221
  • LeeOHartJCuevasPEndersCProfessional development in inquiry-based science for elementary teachers of diverse student groupsJournal of Research in Science Teaching2004411021104310.1002/tea.20037
  • LeeOLuykxADilemmas in scaling up innovations in science instruction with nonmainstream elementary studentsAmerican Educational Research Journal200542341143810.3102/00028312042003411
  • LeeVSmithJBEffects of high school restructuring and size on gains in achievement and engagement for early secondary school studentsSociology of Education19956824124710.2307/2112741
  • LeeVSmithJBRestructuring high schools for equity and excellence: What works2001New YorkTeachers College Press
  • LeeVSmithJCroningerJBRobertGHow high school organization influences the equitable distribution of learning in mathematics and scienceSociology of Education19977012815010.2307/2673160
  • LemkeJLTalking science: Language, learning and values1990Norwood, NJAblex
  • Loucks-HorsleySHewsonPWLoveNStilesKEDesigning professional development for teachers of science and mathematics1998Thousand Oaks, CACorwin Press
  • MinicucciCLearning science and English: How school reform advances scientific learning for limited English proficient middle school students1996Santa Cruz, CANational Center for Research on Cultural Diversity and Second Language Learning
  • MollLCBilingual classroom studies and community analysis: Some recent trendsEducational Researchers19922122024
  • Teacher quality: A report on the preparation and qualifications ofPUBLIC school teachers1999Washington, DCU.S. Department of Education, Office of Educational Research and Improvement
  • Inquiry and the national science education standards: A guide for teaching and learning2000Washington, DCNational Academy Press
  • CASE draft standards for the preparation of teachers of science1998Arlington, VANSTA Press
  • RodríguezAKitchenRSPreparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action2005Mahwah, NJLawrence Erlbaum & Associates
  • RoseberyASWarrenBConantFRAppropriating scientific discourse: Findings from language minority classroomsThe Journal of the Learning Sciences199221619410.1207/s15327809jls0201_2
  • SecadaWGLeeOA study of highly effective USI schools in the teaching of mathematics and science: Classroom level results2003Washington, DCThe Urban Institute
  • SettlageJMeadowsLStandards-based reform and its unintended consequences: Implications for science education within America’s urban schoolsJournal of Research in Science Teaching20023911412710.1002/tea.10012
  • ShaverACuevasPLeeOAvalosMTeachers’ perceptions of policy influences on science instruction with culturally and linguistically diverse elementary studentsJournal of Research in Science Teaching200744572574610.1002/tea.20151
  • SmithDCNealeDCThe construction of subject matter knowledge in primary science teachingTeaching and Teacher Education1989512010.1016/0742-051X(89)90015-2
  • SmithPSBanlilowerERMcMahonKCWeissIRThe national survey of science and mathematics education: Trends from 1977–20002002Chapel Hill, NCHorizon Research, Inc
  • SpillaneJPDiamondJBWalkerLJHalversonRJitaLUrban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subjectJournal of Research in Science Teaching20013891894010.1002/tea.1039
  • StoddartTPinalALatzkeMCanadayDIntegrating inquiry science and language development for English language learnersJournal of Research in Science Teaching20023966468710.1002/tea.10040
  • TobinKFraserBWhat does it mean to be an exemplary science teacher?Journal of Research in Science Teaching19902732510.1002/tea.3660270103
  • WideenMFO’SheaTPyeIIvanyGHigh-stakes testing and the teaching of scienceCanadian Journal of Education199722428444
  • Wong-FillmoreLSnowCWhat teachers need to know about language2002Washington, DCCenter for Applied Linguistics

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.