Language in Science Education as a Gatekeeper to Learning, Teaching, and Professional Development

Moore, Felicia M.

doi:10.1007/s10972-007-9040-0

Cited by 37 publications

(36 citation statements)

References 14 publications

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“…This was important, because such information aids in understanding the participants' views on the identification, perception and handling of the heterogeneity and diversity within the chemistry classroom (see e.g. Moore, 2007).…”

Section: Instrumentmentioning

confidence: 99%

Development of an instrument and evaluation patter for for the analyisis of chemistry student teachers` diagnostic competence

Tolsdorf

Markic

2018

International Journal of Physics and Chemistry Education

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Diagnostics have become one of the central tools for planning teaching which accommodates learners' needs. Changes occurring in the chemistry classroom caused by rising levels of student heterogeneity play a crucial role. Thus, diagnostic processes are seen to be part of the cure. For this reason, chemistry (student) teachers need to understand the possibilities and potential for diagnostics in their classrooms. The present study employs a definition of diagnostic competence by Jäger. He emphasizes three domains: conditional knowledge, technological knowledge and knowledge of change. To achieve such competences, student teachers need to start learning about it during their university training. Since there are only few and mainly quantitative instruments in this field, the present paper describes the development of an instrument and an evaluation pattern for analyzing student teachers` diagnostic competence in chemistry. The instrument is a qualitative approach. It is based upon a written essay and open-ended questions. The evaluation pattern will be in focus. Initial results from the present study will also be discussed.

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Section: Instrumentmentioning

confidence: 99%

Development of an instrument and evaluation patter for for the analyisis of chemistry student teachers` diagnostic competence

Tolsdorf

Markic

2018

International Journal of Physics and Chemistry Education

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“…It is worth noting the results of the first research question showed that ELLs struggled with the assessments and felt challenged and frustrated. Developing a more sensitive nature to ''the immense challenge of being an ELL'' and understanding learning and assessment needs is a major undertaking for teachers and teacher developers (Moore, 2007). By providing detailed examples of ways ELLs are challenged by the language in assessments, such as those in this study, teacher developers can help teachers alter their sensitivity to ELLs' needs.…”

Section: Implications For Teachersmentioning

confidence: 99%

“…As Moore (2007) points out, teachers need to see the role of language and discourse as a gatekeeper, as power. Teachers can explicitly teach the rules of power to students (Moore, 2007). For example, what are the rules of succeeding on written classroom assessments that address the NGSS?…”

Section: Implications For Teachersmentioning

confidence: 99%

Equitable Written Assessments for English Language Learners: How Scaffolding Helps

Siegel

Menon

Sinha

et al. 2014

Journal of Science Teacher Education

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This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.

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“…Teachers play a crucial role in helping students to bridge gaps between their discursive practices and academic discourse, particularly in science. At the same time, a teacher's nonpossession of students' home language, and students' nonpossession of their teacher's may complicate teaching and learning in standard English only, and exclude students' from science learning (Moore 2007). English language learners in the science classroom face the challenge of learning two languages at once, the language of science and English.…”

Section: Resultsmentioning

confidence: 99%

Intersections between immigration, language, identity, and emotions: a science teacher candidate’s journey

Maulucci

2007

Cult Stud of Sci Educ

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This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity, learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning in a social justice teacher education program, and her field experiences in an international high school. The analysis spans macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies for English language learners interact with aspects of Elena's core identity, particularly in school settings. The findings show some of the ways language and literacy verified and/or denied aspects of Elena's core identity; specific instances where second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations; and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes accountability in schools, at the expense of students' primary language proficiency and affirmation of core identity markers.

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Language in Science Education as a Gatekeeper to Learning, Teaching, and Professional Development

Cited by 37 publications

References 14 publications

Development of an instrument and evaluation patter for for the analyisis of chemistry student teachers` diagnostic competence

Development of an instrument and evaluation patter for for the analyisis of chemistry student teachers` diagnostic competence

Equitable Written Assessments for English Language Learners: How Scaffolding Helps

Intersections between immigration, language, identity, and emotions: a science teacher candidate’s journey

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