School Resources in Teaching Science to English Learners Across Three School Districts in One State

• In Event: Critical Issues in Science Teaching and Learning

Abstract

This study examined elementary school teachers’ perceptions of material, human, and social resources in teaching science to diverse student groups, especially English learners, across three urban school districts in one state. As part of a three-year professional development intervention, the study examined the intervention’s effect on teachers’ perceptions after their first-year of participation. The study involved 129 fifth grade teachers from 33 schools participating in the intervention and 136 fifth grade teachers from 33 control schools. The teachers completed a questionnaire in the beginning and at the end of the first year of the three-year intervention. An increase in teachers’ perceptions of material, human, and social resources was overall significantly higher in the treatment group than the control group.

Authors

• Corey O'Connor, New York University

• Okhee Lee, New York University

• Feng Jiang, New York University

• Lorena Llosa, New York University