Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners

By Juliet E. Hart, Okhee Lee. 2003

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7b059f3af60064684c0161d6a8f69b1b93b94cd1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nihat Polat
2. Okhee Lee
3. Howard L. Smith
4. Juliet E. Hart
5. Luis E. Poza

In Education

1. Okhee Lee
2. Nihat Polat
3. Carla C. Johnson
4. Peggy Cuevas
5. Jamison D. Fargo
6. Juliet E. Hart
7. Rachael Deaktor
8. Howard L. Smith

Citations in the corpus

• Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity (2009, background): “Mercifully, research shows that professional-development experiences have a positive effect on teachers' attitudinal beliefs toward ELL students and their families ( Cho & DeCastro-Ambrosetti, 2005 ; DeCastro-Ambrosetti & Cho, 2005 ; Graue, 2005 ; Joshi, Eberly, & Konzal, 2005 ; Jung, 2007 ) and”
• A Study of the Effect of Sustained, Whole-School Professional Development on Student Achievement in Science (2007, background): “When whole-school, collaborative, sustained professional development programs are offered, most teachers will improve their instructional practices ( Hart & Lee, 2003; Johnson, 2006).”
• A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs (2010, methodology): “Note that the questionnaires were developed by the researcher based on previous research, national surveys, TESOL standards and Pennsylvania and Texas ESL teacher education requirements (Hart and Lee, 2003; Shaver et al., 2007; NBPTS Standards, 2002; PDE ESL Manual, 2002; TESOL/NCATE Program Standar”
• Science Education With English Language Learners: Synthesis and Research Agenda (2005, background): “Several studies involved all teachers at certain grades or from entire schools rather than volunteer teachers (Amaral et al., 2002; Hart & Lee, 2003; Lee et al., 2004).”
• Improving science inquiry with elementary students of diverse backgrounds (2005, background): “The second workshop focused on how to incorporate English language and literacy in science instruction (for details, see Hart & Lee, 2003).”