Effects of a Teacher Education Program on High School Students’ Science Learning: A Multivariate Model

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Abstract

Many secondary science teachers lack experience and coursework in addressing the language and literacy demands of science instruction for English learners (ELs). The purpose of this study was to evaluate the effectiveness of a secondary interdisciplinary science teacher preparation program. Researchers in the program have developed a tri-focal instructional framework with the aim of designing innovative curriculum and teaching strategies to enhance the science learning outcomes of the public high school students taught by PSTs. Fifteen PSTs and 712 high school students participated the study. Multivariate covariance analysis discovered the program's positive impact on high school students’ science achievement. Results also revealed that ELs exhibited statistically significant higher gain scores than their counterparts in the control group.

Authors

• Su Gao, University of Central Florida

• Haiyan Bai, University of Central Florida

• Vicky I. Zygouris-Coe, University of Central Florida

• Joyce Watson Nutta, University of Central Florida