東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"Miss, How do you Write Hipotesis?" ...

Ortega, Irasema.

Linked to FindBook

Google Book

Amazon

博客來

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study./
Author:	Ortega, Irasema.
Description:	289 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453337
ISBN:	9781124613314

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.
Ortega, Irasema.

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study. - 289 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ph.D.)--Arizona State University, 2011.

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

ISBN: 9781124613314Subjects--Topical Terms:

1030294
Education, English as a Second Language.

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.
LDR:02604nam 2200301 4500 001 1402326
005 20111028110438.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124613314
035 $a (UMI)AAI3453337
035 $a AAI3453337
040 $a UMI $c UMI
100 1 $a Ortega, Irasema. $3 1681500
245 1 0 $a "Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study.
300 $a 289 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
500 $a Adviser: Julie A. Luft.
502 $a Thesis (Ph.D.)--Arizona State University, 2011.
520 $a Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.
590 $a School code: 0010.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Sciences. $3 1017897
690 $a 0441
690 $a 0714
710 2 $a Arizona State University. $b Curriculum and Instruction. $3 1677943
773 0 $t Dissertation Abstracts International $g 72-07A.
790 1 0 $a Luft, Julie A., $e advisor
790 1 0 $a Artiles, Alfredo $e committee member
790 1 0 $a Baker, Dale R. $e committee member
790 $a 0010
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453337