How Do Teachers Interact With and Use an Educative Science Curriculum Designed to Support the Teaching of English Language Learners?

• In Event: Roundtable Session 8
  In Roundtable Session: Teaching to Motivate and Empower Diverse Learners

Abstract

This project examines teachers use of curriculum designed to provide just in time educative features to support the teaching of English language learners—the fastest growing sector of the school age population in the US and some of the most academically vulnerable students. This case study research of two teachers is part of a large-scale project examining the role of educative curriculum materials (ECMs) in supporting science-teaching practices with English language learners. While, findings show that both cases provided instruction supportive of English language learners, there were distinct differences in the manner of interacting and reflecting on teaching that suggest differing degrees of long term impact on the teachers’ continuing practices.

Authors

• Alison Knight Billman, University of California - Berkeley

• Emily Mihocko-Bowling, University of Michigan

• Gina Cervetti, University of Michigan