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Full-Text Articles in Education
Affordances And Constraints: Pre-Service Science Educators Co-Teaching In Support Of Ells, Steven Drouin, Katya Aguilar, Virginia Lehmkuhl-Dakhwe
Affordances And Constraints: Pre-Service Science Educators Co-Teaching In Support Of Ells, Steven Drouin, Katya Aguilar, Virginia Lehmkuhl-Dakhwe
Faculty Publications
Co-teaching has increasingly been utilized as an alternative model for the student teaching experience in pre-service education. Recent literature highlights potential for co-teachers to develop by engaging in cycles of inquiry in learning communities. The purpose of this study was to explore the experience of a science student teacher who engaged in cycles of inquiry around supporting English language learners (ELLs) in a co-teaching student teaching placement. This qualitative case study involved a science mentor teacher and a science student teacher engaged in a yearlong co-teaching placement. Data sources included surveys, interviews, and written and oral lesson plans and reflections. …
Unpacking The Language Of Stem For English Language Learners, Kristin Lems, Jason Stegemoller
Unpacking The Language Of Stem For English Language Learners, Kristin Lems, Jason Stegemoller
Faculty Publications
This article is a follow-up to a workshop we presented at STEMTech 2013 entitled “Unpacking the language of STEM for English language learners.” We chose this topic because, in our roles as co-directors of the ESL STEM Success Grant (a 5 year national professional development grant from the Office of English Language Acquisition, U.S. Department of Education), we have been exploring ways that teachers across the grade levels can rise to the challenge of more effectively teaching English language learners (ELLs) in the STEM disciplines. (STEM, of course, stands for Science, Technology, Engineering, and Mathematics.) When teachers embed their understandings …
The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson
The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson
Faculty Publications
This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.