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32.046 - Teacher Education Partnerships That Prepare Educators to Support English Learners to Learn Mathematics and Science
Fri, April 28, 2:15 to 3:45pm, Grand Hyatt San Antonio, Floor: Second Floor, Lone Star Ballroom Salon CSession Type: Symposium
Abstract
The purpose of this symposium is to share four evidence-based teacher education models that increased the number of qualified teachers to effectively use culturally, linguistically, and cognitively appropriate strategies when supporting English Learners (ELs) to learn mathematics and science. The projects were designed and implemented over five years by four university and school district partnerships with funding from the U.S. Department of Education’s Office of English Language Acquisition NPD program. Results of projects’ measures indicate growth of teacher content and linguistically and culturally diverse pedagogical knowledge and practices, and growth in ELs’ understanding of mathematics and science knowledge. These models are adaptable to the other teacher education programs that are focused on providing an equitable education for ELs.
Sub Unit
Chairs
Elizabeth A. Franklin, University of Northern Colorado
Lori A. Reinsvold, University of Northern Colorado
Papers
Mathematics and Science Teaching for English Learners (MAST-EL): A Teacher Education Reform Model - Elizabeth A. Franklin, University of Northern Colorado; Lori A. Reinsvold, University of Northern Colorado
Training Teachers With Linguistically and Culturally Responsive Math Teaching (LCRMT) Versus Observing Math Teaching: LCRMT Within Two Activity System Triangles - Kim Hyunsook Song, University of Missouri - St. Louis; Sarah A. Coppersmith, University of Missouri-St. Louis
Developing Linguistically Responsive Content Teachers Through e-Workshops - Kara Mitchell Viesca, University of Nebraska - Lincoln; Barbara J. Dray, Transforming Practices in Education, LLC; Nancy L. Leech, University of Colorado - Denver