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Educating elementary-aged English learners in science: Scientists and teachers working together.

机译：教育科学中的小学英语学习者：科学家和教师一起工作。

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摘要

California's K-12 schools contain 40% of the nation's English learners, the majority of them enrolled at the elementary level. Traditionally, English learners in California have difficulty performing at the same level as their native English speaking counterparts on national achievement tests, such as the National Assessment of Educational Progress. In 1998, California voters passed Proposition 227 mandating that English learners be taught "overwhelmingly" in English, thus making teachers, many without expertise, responsible for teaching multilevel English proficient students subject matter. I studied the use of scientist-teacher partnerships as a resource for teachers of English learners. University scientists (graduate students) partnered with local elementary school teachers designed and implemented integrated science and English lessons for classrooms with at least 30% English learners.;The study explored two major foci. First, integrated science and language lessons implemented by six scientist-teacher partnerships were investigated. Second, the responsibilities taken on by the team members during the implementation of integrated science and language lessons were examined. Three data sources were analyzed: (1) six lesson sequences comprised of 28 lessons; (2) 18 lesson worksheet; and (3) 24 participant Retrospective interview transcripts (12 scientists and 12 teachers). Lessons across were examined according to four analytical categories which included the following: (1) nature of the science activities (e.g. hands-on); nature of language activities (e.g. speaking); (2) nature of instructional practices (e.g. student grouping); and (3) responsibilities of teachers and scientists (e.g. classroom).;A micro level analysis illustrates how one scientist-teacher team innovatively used a children's story, Goldilocks and the Three Bears, to teach the measurement of length and temperature. A macro level analysis identified three characteristics of science activities, three characteristics of language activities, five instructional practices used by team members to integrate science and language, and three main responsibilities taken on by teachers and/or scientists during the implementation of lessons. For example, generally, science activities were hands-on, incorporated science vocabulary teaching, and required students to keep a science journal. The preliminary findings of the study are used to discuss the limitations and affordances of using scientist-teacher partnerships to educate English learners in science.
机译：加州的K-12学校包含全美40％的英语学习者，其中大多数是小学学生。传统上，加利福尼亚州的英语学习者在国家成就测试（例如国家教育进步评估）上很难达到与讲英语的同行相同的水平。 1998年，加利福尼亚州的选民通过了227号提案，规定必须以英语“绝大部分”地教英语学习者，从而使许多没有专门知识的教师负责教授多层次的英语熟练学生。我研究了科学家与教师之间的合作关系，以此作为英语学习者教师的资源。大学科学家（研究生）与当地的小学教师合作，为至少有30％英语学习者的教室设计和实施了综合科学和英语课程。该研究探索了两个主要重点。首先，调查了由六个科学家与教师合作伙伴实施的综合科学和语言课程。其次，考察了团队成员在实施综合科学和语言课程中承担的责任。分析了三个数据源：（1）由28节课组成的六个课目序列； （2）18节工作表； （3）24名参与者回顾性访谈记录（12名科学家和12名教师）。根据四个分析类别检查了所有课程，其中包括：（1）科学活动的性质（例如动手实践）；语言活动的性质（例如，口语）； （2）教学实践的性质（例如学生分组）； （3）教师和科学家的职责（例如教室）。微观分析显示了一个科学家-教师团队如何创新地使用儿童故事《金发姑娘和三只熊》来教授长度和温度的测量。宏观分析确定了科学活动的三个特征，语言活动的三个特征，团队成员用于整合科学和语言的五种教学实践以及在实施课程中教师和/或科学家承担的三项主要职责。例如，通常，科学活动是动手操作，结合了科学词汇教学，并且要求学生保留科学期刊。该研究的初步发现用于讨论使用科学家与教师的伙伴关系来教育科学英语学习者的局限性和负担能力。

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  • 作者

    Banuelos, Gloria Rodriguez.;

  • 作者单位

    Stanford University.;

  • 授予单位 Stanford University.;
  • 学科 Education Bilingual and Multicultural.;Education Elementary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 304 p.
  • 总页数 304
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;自然科学教育与普及;
  • 关键词

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