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How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations
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How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? 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References

  • 2013Next Generation Science Standards: For States, By States6,708 cited
  • 2013Handbook of Research on Science Education4,449 cited
  • 2004Situated Language and Learning: A Critique of Traditional Schooling2,321 cited
  • 2001Preparing Teachers for Culturally Diverse Schools1,960 cited
  • 2010Scaffolding in Teacher–Student Interaction: A Decade of Research1,863 cited
  • 1932The sociology of teaching.1,378 cited
  • 2009Teacher Education and the American Future1,271 cited
  • 1974Teacher-student relationships: causes and consequences1,246 cited
  • 2008Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals1,055 cited
  • 1998Improving Schooling for Language-Minority Children: A Research Agenda881 cited
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  • 2000Handbook of the sociology of education691 cited
  • 2013Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics559 cited
  • 2013Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary466 cited

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2006
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
436 cited
  • 2010Forbidden Language: English Learners and Restrictive Language Policies392 cited
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