東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The teaching learning collaborative'...

De La Riva, Yanette.

FindBook

Google Book

Amazon

博客來

The teaching learning collaborative's influence on lesson plans.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The teaching learning collaborative's influence on lesson plans./
作者:	De La Riva, Yanette.
面頁冊數:	70 p.
附註:	Source: Masters Abstracts International, Volume: 52-05.
Contained By:	Masters Abstracts International52-05(E).
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1527543
ISBN:	9781303795824

The teaching learning collaborative's influence on lesson plans.
De La Riva, Yanette.

The teaching learning collaborative's influence on lesson plans. - 70 p.

Source: Masters Abstracts International, Volume: 52-05.

Thesis (M.S.)--California State University, Long Beach, 2013.

This item must not be sold to any third party vendors.

With a growing population of English Language Learners in our schools, their specialized classroom needs must be addressed. California state testing shows that English Language Learners (ELL) consistently perform below proficiency as compared to other students who are not English Language Learners. Many times, in response to pressure placed by the state testing requirements, administrators and educators focus on English Language development strategies at the cost of other content areas such as science. The Science and English Learning Development Blended Program is a professional development project that combines English Language Development (ELD) strategies within science lesson plans to address the language needs of English Language Learners through science content. The Blended Program was in place for four years in an urban school district in southern California. During its initial year of implementation, a research study focused on the types of changes teachers made to their science lesson plans as a result of their professional development: all of the changes made had to do with English Language Development and not Science. Implications of this study suggest that at the start of the program changes to support science content were not made because the teachers did not have the science knowledge to be comfortable enough to make changes to address the science portion of the lesson. The data analyzed for this study was collected during the Blended Program's third and fourth year of implementation. The findings show changes which reflect the following themes: science concept acquisition, oral language development, and scaffolding instruction. These themes reflect changes . that address both English Language Development and science. The individuals involved with the Blended Program have now had training for ELD and Science content for three or four years. Results suggest that the training not only equipped the teachers with English Language Development strategies but has also improved teachers science content knowledge and as a result teachers are better equipped to address the science in the lesson.

ISBN: 9781303795824Subjects--Topical Terms:

1017897
Education, Sciences.

The teaching learning collaborative's influence on lesson plans.
LDR:03097nmm a2200313 4500 001 2056606
005 20150608135920.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303795824
035 $a (MiAaPQ)AAI1527543
035 $a AAI1527543
040 $a MiAaPQ $c MiAaPQ
100 1 $a De La Riva, Yanette. $3 3170372
245 1 4 $a The teaching learning collaborative's influence on lesson plans.
300 $a 70 p.
500 $a Source: Masters Abstracts International, Volume: 52-05.
500 $a Adviser: William Straits.
502 $a Thesis (M.S.)--California State University, Long Beach, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a With a growing population of English Language Learners in our schools, their specialized classroom needs must be addressed. California state testing shows that English Language Learners (ELL) consistently perform below proficiency as compared to other students who are not English Language Learners. Many times, in response to pressure placed by the state testing requirements, administrators and educators focus on English Language development strategies at the cost of other content areas such as science. The Science and English Learning Development Blended Program is a professional development project that combines English Language Development (ELD) strategies within science lesson plans to address the language needs of English Language Learners through science content. The Blended Program was in place for four years in an urban school district in southern California. During its initial year of implementation, a research study focused on the types of changes teachers made to their science lesson plans as a result of their professional development: all of the changes made had to do with English Language Development and not Science. Implications of this study suggest that at the start of the program changes to support science content were not made because the teachers did not have the science knowledge to be comfortable enough to make changes to address the science portion of the lesson. The data analyzed for this study was collected during the Blended Program's third and fourth year of implementation. The findings show changes which reflect the following themes: science concept acquisition, oral language development, and scaffolding instruction. These themes reflect changes . that address both English Language Development and science. The individuals involved with the Blended Program have now had training for ELD and Science content for three or four years. Results suggest that the training not only equipped the teachers with English Language Development strategies but has also improved teachers science content knowledge and as a result teachers are better equipped to address the science in the lesson.
590 $a School code: 6080.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0714
690 $a 0727
690 $a 0524
690 $a 0441
710 2 $a California State University, Long Beach. $b Science Education. $3 2104151
773 0 $t Masters Abstracts International $g 52-05(E).
790 $a 6080
791 $a M.S.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1527543