年間 6 号発行
ISSN 印刷: 1072-8325
ISSN オンライン: 1940-431X
Indexed in
SCHOOL AND TEACHER PREDICTORS OF SCIENCE INSTRUCTION PRACTICES WITH ENGLISH LANGUAGE LEARNERS IN URBAN ELEMENTARY SCHOOLS
要約
This study examined predictors of the following three science teaching practices with English language learning (ELL) students: (a) reform-oriented practices to promote understanding and inquiry, (b) traditional/conventional practices, and (c) English language development practices. Data were collected from 140 third- through fifth-grade teachers. Teacher predictors included years of teaching, science courses taken, and perception of science knowledge. Predictors pertaining to school support included principal support and discussion of student diversity. Predictors pertaining to school barriers included standardized testing and poor student academic skills. Results indicate that perception of science knowledge and discussion of student diversity were significant predictors of both reform-oriented and traditional/conventional practices. Student diversity, standardized testing, and poor student academic skills were significant predictors of English language development practices.
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Cunningham Kathleen M. W., Lochmiller Chad R., Content-Specific Leadership: Identifying Literature-Based Implications for Principal Preparation, Journal of Research on Leadership Education, 15, 4, 2020. Crossref