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Journal of Science Teacher Education

, Volume 19, Issue 5, pp 495–511 | Cite as

Promoting Science Among English Language Learners: Professional Development for Today’s Culturally and Linguistically Diverse Classrooms

  • Cory Buxton
  • Okhee Lee
  • Alexandra Santau
Article

Abstract

We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’ science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.

Keywords

Urban Professional development Curriculum Assessment English language learners 

Notes

Acknowledgements

This work is supported by the National Science Foundation (NSF Grant #ESI–0353331). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the position, policy, or endorsement of the funding agencies.

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Copyright information

© Springer Science+Business Media, B.V. 2008

Authors and Affiliations

  1. 1.School of Education Research BuildingUniversity of MiamiCoral GablesUSA

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