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Transforming Practice : = Supporting Secondary Science Teachers of English Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transforming Practice :/
其他題名:	Supporting Secondary Science Teachers of English Learners.
作者:	Valadez, Marcela Denise.
面頁冊數:	1 online resource (135 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29061169click for full text (PQDT)
ISBN:	9798209900016

Transforming Practice : = Supporting Secondary Science Teachers of English Learners.
Valadez, Marcela Denise.

Transforming Practice :Supporting Secondary Science Teachers of English Learners. - 1 online resource (135 pages)

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2022.

Includes bibliographical references

This study investigated whether collaboration between science teachers and ELD teachers would result in changes to teachers' perceptions about their role and responsibility to support English Learners in their science classes and whether professional learning opportunities provided would result in planned implementation of strategies and practices to support those students. Science teachers of English Learners benefitted from professional learning opportunities that engage science teachers and English Language Development teachers in the process of working together to help revise lesson plans to better support English Learners. This Professional Learning intervention engaged science and ELD teachers in 10 sessions conducted over the course of 5 weeks. Using a qualitative research design, data from pre and post interviews, observations from professional learning sessions, reflections from learning sessions and teacher created activities and lesson plans revealed that science teachers benefit from learning about California's expectations for teaching English Learners, the typologies, proficiency levels and capabilities of students at different proficiency levels and opportunities to practice implementing strategies and practices that support English Learners in their Science classes with coaching from ELD teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209900016Subjects--Topical Terms:

529436
Educational leadership.
Index Terms--Genre/Form:

542853
Electronic books.

Transforming Practice : = Supporting Secondary Science Teachers of English Learners.
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504 $a Includes bibliographical references
520 $a This study investigated whether collaboration between science teachers and ELD teachers would result in changes to teachers' perceptions about their role and responsibility to support English Learners in their science classes and whether professional learning opportunities provided would result in planned implementation of strategies and practices to support those students. Science teachers of English Learners benefitted from professional learning opportunities that engage science teachers and English Language Development teachers in the process of working together to help revise lesson plans to better support English Learners. This Professional Learning intervention engaged science and ELD teachers in 10 sessions conducted over the course of 5 weeks. Using a qualitative research design, data from pre and post interviews, observations from professional learning sessions, reflections from learning sessions and teacher created activities and lesson plans revealed that science teachers benefit from learning about California's expectations for teaching English Learners, the typologies, proficiency levels and capabilities of students at different proficiency levels and opportunities to practice implementing strategies and practices that support English Learners in their Science classes with coaching from ELD teachers.
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