TY - JOUR
T1 - Teachers' perspectives on a professional development intervention to improve science instruction among English language learners
AU - Lee, Okhee
AU - Adamson, Karen
AU - Maerten-Rivera, Jaime
AU - Lewis, Scott
AU - Thornton, Constance
AU - Leroy, Kathryn
PY - 2008/2
Y1 - 2008/2
N2 - 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.
AB - 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.
KW - Diversity and equity
KW - English language learners
KW - Professional development intervention
KW - Teachers' perspectives
KW - Urban education
UR - http://www.scopus.com/inward/record.url?scp=39149092351&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=39149092351&partnerID=8YFLogxK
U2 - 10.1007/s10972-007-9081-4
DO - 10.1007/s10972-007-9081-4
M3 - Article
AN - SCOPUS:39149092351
SN - 1046-560X
VL - 19
SP - 41
EP - 67
JO - Journal of Science Teacher Education
JF - Journal of Science Teacher Education
IS - 1
ER -