Teacher change in beliefs and practices in science and literacy instruction with English language learners

By Okhee Lee. 2004

185 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3389d9030ca5cd078ff211fceb63a7818c959cf5

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In Language and Linguistics

Citations in the corpus

Improving science inquiry with elementary students of diverse backgrounds (2005, background): “…three intervention domains: (a) inquiry-based science instruction, (b) integration of English language and literacy as a part of science instruction, and (c) incorporation of students' home language and culture in science instruction (for details, see Lee, 2002, 2003, 2004; Lee & Fradd, 1998).”
Science Education With English Language Learners: Synthesis and Research Agenda (2005, methodology): “Lee (2004) examined patterns of change in elementary teachers’ beliefs and practices as they learned to teach English language and literacy as part of science instruction through their 3-year collaboration with the research team.”
Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups. (2004, methodology): “The instruments were developed based on our previous research (Fradd et al., 2002; Lee, 2004), existing instruments (Newmann & Associates, 1996), and relevant resources (National Research Council, 1996, 2000).”
What's language got to do with it?: A case study of academic language instruction in a high school “English Learner Science” class (2007, background): “…knowledge and skills in integrating language and literacy goals into science instruction and researchers document the challenges that exist in changing teacher beliefs and putting these beliefs into practice (Hart & Lee, 2003; Lee, 2004; Lee, Hart, Cuevas, & Enders, 2004; Stoddart et al., 2002).”
Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science (2010, methodology): “Most teachers (6 of 8) at Bryce and Zion Middle Schools improved the design and implementation of their science lessons, making them more engaging and more appropriate for their students, as well as allowed students to take a more active role in their learning experience by “doing” science (Gay, 200”
The role of a professional learning community in teacher change: a perspective from beliefs and practices (2015, methodology): “Changes of beliefs and practices identified in previous studies include the nature of the subject matter (Akerson, Cullen, & Hanson, 2009), teaching (Lee, 2004), learning (Hollins, McIntyre, DeBose, Hollins, & Towner, 2004), motivation and instruction (Turner et al., 2011), and the image of…”