Detail Teachers’ Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners Bibliografi Author: Lee, Okhee ; Adamson, Karen ; Maerten-Rivera, Jaime ; Lewis, Scott ; Thornton, Constance ; LeRoy, Kathryn Topik: Teachers’ perspectives; Professional development intervention; English language learners; Urban education; Diversity and equity Bahasa: (EN )     Penerbit: Springer Science+Business Media     Tahun Terbit: 2010     Jenis: Article Fulltext: Teachers’ Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners.pdf (219.46KB; 2 download) 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. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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