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Cited by 39Science Education and PedagogySecond Language Learning and TeachingTeacher Education and Leadership Studies

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project

Buck, Gayle, Mast, Colette, Ehlers, Nancy, Franklin, Elizabeth·2005·Journal of Research in Science Teaching
DOI 10.1002/tea.20085
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Abstract

A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005

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Crossref · 10.1002/tea.20085

Cites

33 of 33 references verified0 citation errors · 0 not checkable

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  • ELLs are the fastest growing segment of elementary students.

    “ELLs are the fastest growing segment of elementary students (Antunez, 2002; Buck, Mast, Ehlers, & Franklin, 2005; Harper & de Jong, 2004).”

    From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Buck, Mast, Ehlers, & Franklin, 2005

  • Reflective practice leads to the reinterpretation of teaching, thinking, and interactions with ELLs.

    “Reflective practice leads to the reinterpretation of teaching, thinking, and interactions with ELLs (Barnes, 2006; Buck et al., 2005; Cruz & Patterson, 2005; Farrell, 2006).”

    From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Buck et al., 2005

  • A cohesive systemic change including theories of language acquisition, diversity issues, and learning needs is required.

    “A cohesive systemic change including theories of language acquisition, diversity issues, and learning needs is required (Barnes, 2006; Buck et al., 2005; Emporia State University, 1994; Giambo & Szecsi, 2005).”

    From Teacher Preparedness for a Changing Demographic of Language Learners (2011) · cites this paper as Buck et al., 2005

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Authors
Buck, G., Mast, C., Ehlers, N., & Franklin, E.
Affiliations
  • University of Nebraska–Lincoln (US)
  • University of Northern Colorado (US)
Corresponding author
Buck, Gayle
ORCID
Buck, Gayle
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2005-09-29
Volume
42
Issue
9
Pages
1013-1031
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.20085
OpenAlex
W2142833246
Cited by
39
References
33
Citations by year
2023: 1 · 2022: 3 · 2021: 2 · 2020: 1 · 2019: 2 · 2018: 4 · 2015: 4 · 2014: 5 · 2013: 5 · 2012: 2
FWCI
1.59
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Journal of Research in Science Teaching (publishedVersion)
  • Lincoln (University of Nebraska) (submittedVersion)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
English language learners, science teacher education, beginning science teachers, junior high school science, teacher learning, feminist action research

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