Intervention's Effect on Elementary Teachers' Science Knowledge and Practices With English Language Learners: Year 1 Results

• In Event: 16.036 - Elementary Teacher Science Professional Development

Abstract

The study examined the effect of a stand-alone, year-long curricular and professional development intervention on elementary school teachers’ science knowledge and practices with diverse student groups, especially English language learners, across three school districts in one state. Using a cluster randomized control trial, the study involved 103 fifth grade teachers from 33 schools participating in the intervention and 116 fifth grade teachers from 33 control schools. Teachers completed a science test and a questionnaire about their teaching practices in the beginning and end of the first-year implementation. Results indicated a positive effect of the intervention on teachers’ science knowledge and all four measures of practices including teaching for understanding, teaching for inquiry, language development strategies, and home language use.

Authors

• Corey O'Connor, New York University

• Lorena Llosa, New York University

• Feng Jiang, New York University

• Okhee Lee, New York University