scholarly journals Urban elementary school teachers' knowledge and practices in teaching science to English language learners

2008 ◽  
Vol 92 (4) ◽  
pp. 733-758 ◽  
Author(s):  
Okhee Lee ◽  
Scott Lewis ◽  
Karen Adamson ◽  
Jaime Maerten-Rivera ◽  
Walter G. Secada
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
English Language ◽  
Teaching Science ◽  
School Teachers ◽  
Urban Elementary School

Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners

2014 ◽  
Vol 116 (4) ◽  
pp. 1-34
Author(s):  
Lucy Rader-Brown ◽  
Aimee Howley
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Instructional Strategies ◽  
Language Learners ◽  
English Language ◽  
School Teachers ◽  
Content Area Teachers ◽  
Teachers Attitudes ◽  
Use Of Research

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.

scholarly journals Working with English Language Learners: Preservice Teachers and Photovoice

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
English Language Learners ◽  
Learning Environment ◽  
Language Learners ◽  
English Language ◽  
Documentary Photography ◽  
Urban Elementary School ◽  
Hispanic English Language Learners ◽  
Enhanced Learning

This study utilizes documentary photography and storytelling, photovoice, to identify the educational realities of 16 Hispanic English Language Learners from an urban elementary school in the Southwest. Reflections from preservice teachers who utilized photovoice to gather data from the English Language Learners of this study are also discussed. Three main themes emerged from English Language Learners’ photographs and stories: (a) meaningful and fun instruction; (b) struggles and joys with literature, and (c) a sense of determination to excel and support others. Preservice teachers indicate they were positively affected by the enhanced learning environment of the study.

scholarly journals Asthma Knowledge and Asthma Management Behavior in Urban Elementary School Teachers

2010 ◽  
Vol 47 (2) ◽  
pp. 185-191 ◽  
Author(s):  
Jean-Marie Bruzzese ◽  
Lynne H. Unikel ◽  
David Evans ◽  
Lea Bornstein ◽  
Katherine Surrence ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Asthma Management ◽  
School Teachers ◽  
Management Behavior ◽  
Asthma Knowledge ◽  
Urban Elementary School

Teaching Science to English Language Learners

2019 ◽  
pp. 277-290
Author(s):  
Alandeom W. Oliveira ◽  
Molly Weinburgh ◽  
Effie McBride ◽  
Trisha Bobowski ◽  
Rebecca Shea
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Science

scholarly journals Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light

2005 ◽  
Vol 89 (6) ◽  
pp. 1007-1042 ◽  
Author(s):  
Emily H. van Zee ◽  
David Hammer ◽  
Mary Bell ◽  
Patricia Roy ◽  
Jennifer Peter
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Science ◽  
School Teachers ◽  
Learning And Teaching ◽  
Science As Inquiry
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