Teachers' perspectives on a professional development intervention to improve science instruction among English language learners

Okhee Lee, Karen Adamson, Jaime Maerten-Rivera, Scott Lewis, Constance Thornton, Kathryn Leroy

Research output: Contribution to journalArticlepeer-review

Abstract

Our 5-year professional development intervention is designed to promote elementary teachers' knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers' perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students' science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers' perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

Original languageEnglish (US)
Pages (from-to)41-67
Number of pages27
JournalJournal of Science Teacher Education
Volume19
Issue number1
DOIs
StatePublished - Feb 2008

Keywords

  • Diversity and equity
  • English language learners
  • Professional development intervention
  • Teachers' perspectives
  • Urban education

ASJC Scopus subject areas

  • Education

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