Teachers’ Beliefs, Preparedness, and Instructional Practices for Teaching NGSS Science With Multilingual Learners

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Orienting to Affect, Culture, and Language in Science Teaching and Learning

Abstract

Within the context of a yearlong curriculum-based professional development intervention, this study examined (a) whether there were changes in fifth-grade science teachers’ beliefs, preparedness, and instructional practices related to teaching NGSS science and teaching multilingual learners in science and (b) whether there were differences between teachers who participated in the intervention and those who did not. Thirty-two treatment teachers and 21 comparison teachers completed a questionnaire supported by robust validity evidence at the beginning and end of the school year. Descriptively, mean scores of treatment teachers were higher after the intervention than at baseline. While treatment effects were not statistically significant, they were in the positive direction and with some effects large in magnitude, indicating promise of the intervention.

Authors

• Alison M. Haas, New York University

• Scott Grapin, University of Miami

• Alycia Sterenberg Mahon, Western Michigan University

• Jessaca K. Spybrook, Western Michigan University

• Abigail Schwenger, New York University

• Courtney Plumley, Horizon Research, Inc.

• Okhee Lee, New York University