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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v15.i2.10
pages 93-118

SCHOOL AND TEACHER PREDICTORS OF SCIENCE INSTRUCTION PRACTICES WITH ENGLISH LANGUAGE LEARNERS IN URBAN ELEMENTARY SCHOOLS

Jaime Maerten-Rivera
School of Education Research Building, University of Miami, USA
Randall Penfield
University of Miami, USA
Nicholas Myers
University of Miami, USA
Okhee Lee
University of Miami, USA
Cory A. Buxton
University of New Orleans, 342-E Bicentennial Education Center, New Orleans, LA 70148

SINOPSIS

This study examined predictors of the following three science teaching practices with English language learning (ELL) students: (a) reform-oriented practices to promote understanding and inquiry, (b) traditional/conventional practices, and (c) English language development practices. Data were collected from 140 third- through fifth-grade teachers. Teacher predictors included years of teaching, science courses taken, and perception of science knowledge. Predictors pertaining to school support included principal support and discussion of student diversity. Predictors pertaining to school barriers included standardized testing and poor student academic skills. Results indicate that perception of science knowledge and discussion of student diversity were significant predictors of both reform-oriented and traditional/conventional practices. Student diversity, standardized testing, and poor student academic skills were significant predictors of English language development practices.