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A Teacher's Perspective: Programs for Teaching English Language Learners
Book Chapter |
In their essay, “Programs for Teaching English Language Learners,” page 129, Fred Genesee and Donna Christian take an in-depth look at some of the most frequently used educational approaches for teaching students who…
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Essay: Creating Culturally Responsive Learning Communities
Book Chapter |
The population of the United States is more ethnically and racially diverse than ever, a fact particularly evident among young and school-age children. This presents today’s elementary schools—including teachers,…
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A Teacher's Perspective: Creating Culturally Responsive Learning Communities
Book Chapter |
In their essay, “Creating Culturally Responsive Learning Communities,” page 151, Eugene García and Okhee Lee begin with the idea that human beings construct knowledge by “applying knowledge of previous concepts to the…
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Essay: What Is Equity in Science Education?
Book Chapter |
Concerns about equity often influence and drive decision making by educators and policy makers. How do these concerns—and different understandings of equity itself—affect the quality and form of science instruction…
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A Teacher's Perspective: What Is Equity in Science Education?
Book Chapter |
In his essay, “What is Equity in Science Education?,” page 167, Walter Secada challenges our understanding of equity by raising questions about how different meanings of equity can influence science education for…
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Conclusion: Reconceptualizing Diversity in the Science Classroom
Book Chapter |
This book has discussed steps teachers can take toward reconceptualizing diversity as an intellectual strength in the science classroom. By way of closing, the authors outline a path for those interested in pushing…
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Essay: Using Students' Conversational Style
Book Chapter |
In the United States, science instruction is based on an idealized, Western view of scientific practice and on the language practices of a middle-class population. Unbeknownst to teachers, this orientation ignores much…
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Essay: Encouraging students' Imagination
Book Chapter |
How do scientists use their imaginations in their daily work and thinking? Is there a place for imagination in the science classroom? This essay explores the role that imagination plays in the intellectual work of…
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Essay: Using Everyday Experience to Teach Science
Book Chapter |
How does everyday experience function in science learning and teaching? Is everyday experience a source of student misconceptions? Or is it an essential foundation of science learning? This essay examines everyday…
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A Teacher's Perspective: Using Students' Experience to Understand Science
Book Chapter |
Can students use their knowledge of natural phenomena to make sense of science in school? How can teachers use this knowledge to construct meaning in the classroom? Renote Jean-François, an English-as-a-second-language…
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Essay: What Is Academic Language?
Book Chapter |
When children learn science in school, they are learning both new ways of thinking about the world and new ways of using language to make meaning. This essay examines some characteristic ways in which academic styles of…
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Essay: What Is the Vocabulary of Science?
Book Chapter |
What is the nature of the vocabulary words that children need to know to do well in science? How and where might children learn these words? In this essay, the authors explore these questions about the teaching and…
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Book Chapter |
What can a teacher do when she realizes that she has used an apparently simple word like think in a way that some students find strange? This happened in Suzanne Pothier’s classroom of first and second graders. She…
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Improving Learning in Science With Formative Assessment
Book Chapter |
In recent years, the No Child Left Behind law has focused attention on student achievement in science across the United States, but there are more important reasons for being concerned with student achievement. The…
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Using Standards And Cognitive Research To Inform The Design And Use Of Formative Assessment Probes
Book Chapter |
In their work with teachers, the authors use a process called Curriculum Topic Study (CTS) developed through our National Science Foundation–funded project, “Curriculum Topic Study–A Systematic Approach to Utilizing…
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