Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice

Investigating Preservice Secondary Science and Mathematics Teachers' Understanding of English Learners

“…Others indicate that some teachers believe ELs are homogeneously low in language proficiency and STEM, conflating English language proficiency with STEM content understanding (Cho & McDonnough, 2009;Harklau, 2000;Wilson, Sztajn, Edgington, Webb, & Myers, 2017). And still others describe some teachers as holding stereotypes of ELs grounded in their first language, ethnicity, or country of origin (Chval & Pinnow, 2010;de Araujo, 2017) or as understanding ELs to lack relevant prior knowledge, experiences, or language (Deaton, Deaton, & Koballa, 2014;Lee, Maerten-Rivera, Buxton, Penfield, & Secada, 2009).…”

“What am I going to do?” A veteran teacher's journey of teaching writing to newcomer English language learners

“…The process of reflection enables teachers to see the value of reflection and to become more aware and more purposeful in their planning as it relates to ELLs (Ramos, 2012). Deaton, Deaton, and Koballa (2014) looked at six elementary school teachers who reflected on their teaching of science. Their reflections focused not only on the teaching of science, but also on how to teach the diverse students in their classrooms.…”

“…Deaton, Deaton, and Koballa () looked at six elementary school teachers who reflected on their teaching of science. Their reflections focused not only on the teaching of science, but also on how to teach the diverse students in their classrooms.…”

“…Their reflections focused not only on the teaching of science, but also on how to teach the diverse students in their classrooms. Discussions of language and culture in the science classroom became an important topic of reflection that allowed teachers to evaluate and think of their teaching from the perspective of a diverse learner (Deaton et al., ). The reflective practice as part of an elementary school teacher's professional development allowed the teacher to have a deeper and clearer understanding of teaching science through inquiry and language learning (Capitelli, Hooper, Rankin, Austin, & Caven, ).…”

Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction

“…Nonetheless, research indicates that most teachers feel underprepared to work with ELs (Gándara, Maxwell-Jolly, & Driscoll, 2005), which has implications for equity and access in EL education. When teachers have insufficient preparation related to EL instruction, they may hold low expectations for ELs’ participation and achievement (de Araujo, Smith, & Sakow, 2016; Sharkey & Layzer, 2000) or have misconceptions about ELs’ prior knowledge and language use (Deaton, Deaton, & Koballa, 2014; Karabenick & Noda, 2004; Reeves, 2004). These low expectations and misconceptions can influence teachers’ practices (Pettit, 2011; Yoon, 2008) and have negative effects on ELs’ progress (Coady, Harper, & de Jong, 2016; Richardson Bruna, Vann, & Escudero, 2007).…”