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Cited by 6Second Language Learning and TeachingMultilingual Education and PolicyTeacher Education and Leadership Studies

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Developments In Stem Educators’ Preparedness For English Language Learners In The United States

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Besterman, Keith R, Ernst, Jeremy, Williams, Thomas O.·2018·Contemporary Issues in Education Research (CIER)
DOI 10.19030/cier.v11i4.10211
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Abstract

In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses. Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States. Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.

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  • STEM teachers have less access to professional development opportunities and instructional resources on CLR pedagogy than teachers of other subject areas.

    “Moreover, according to Besterman et al. (2018), STEM teachers have less access to professional development opportunities and instructional resources on CLR pedagogy than teachers of other subject areas.”

    From Unpacking Elementary Preservice Teachers’ Beliefs on Culturally and Linguistically Responsive Mathematics and Science Teaching for English Language Learners (2023) · cites this paper as Besterman et al. (2018)

    The Conclusions (page not provided) report that STEM teachers’ participation in ELL-focused professional development did not keep pace with growing ELL enrollment. The paper does not establish that STEM teachers had less access than teachers in other subjects, nor does it assess access to instructional resources or specifically address CLR pedagogy. (LLM, conf=0.83)

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Research works printed but not linked: 26

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Metadata

Authors
Besterman, K. R., Ernst, J., & Williams, T. O.
Affiliations
  • Virginia Tech (US)
  • Embry–Riddle Aeronautical University (US)
ORCID
Ernst, Jeremy
Venue
Contemporary Issues in Education Research (CIER)
Publisher
Clute Institute
Published
2018-10-05
Volume
11
Issue
4
Pages
165-176
ISSN
  • 1940-5847 (ISSN-L)
  • 1941-756X
DOI
10.19030/cier.v11i4.10211
OpenAlex
W2894945719
Cited by
6
References
0
Citations by year
2024: 1 · 2023: 1 · 2022: 1 · 2021: 3
FWCI
8.65
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Contemporary Issues in Education Research (CIER) (publishedVersion, cc-by)
Topics
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
English language learners, STEM teachers, teacher readiness, teacher certification, K-12 education

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