This study examined predictors of the following three science teaching practices with English language learning (ELL) students: (a) reform-oriented practices to promote understanding and inquiry, (b) traditional/conventional practices, and (c) English language development practices. Data were collected from 140 third- through fifth-grade teachers. Teacher predictors included years of teaching, science courses taken, and perception of science knowledge. Predictors pertaining to school support included principal support and discussion of student diversity. Predictors pertaining to school barriers included standardized testing and poor student academic skills. Results indicate that perception of science knowledge and discussion of student diversity were significant predictors of both reform-oriented and traditional/conventional practices. Student diversity, standardized testing, and poor student academic skills were significant predictors of English language development practices.
|Original language||English (US)|
|Number of pages||26|
|Journal||Journal of Women and Minorities in Science and Engineering|
|State||Published - 2009|
ASJC Scopus subject areas
- Gender Studies
- Engineering (miscellaneous)