Article2003

Teacher change in beliefs and practices in science and literacy instruction with English language learners

165 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Multilingual Education and Policy Second Language Learning and Teaching

Abstract

Abstract This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth‐grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 65–93, 2004

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References

1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1986Handbook of research on teaching 1986Qualitative Data Analysis: A Sourcebook of New Methods 19951. Toward a Theory of Culturally Relevant Pedagogy 1995National Science Education Standards 1973Review of research in education 1992Handbook of research on mathematics teaching and learning

Cited by

2017A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning 2005An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students 2010The road to culturally relevant science: Exploring how teachers navigate change in pedagogy 2005Science Education and Student Diversity: Synthesis and Research Agenda 2007The challenge of altering elementary school teachers' beliefs and practices regarding linguistic and cultural diversity in science instruction

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