Search

This study investigates the impact of a professional development program that included two distinct components: strategies for infusing student-talk into grade-level lessons in science and mathematics; and school-level learning communities focused on readings and discussions of student-talk research. This article reports the program’s impact on longitudinal school-level outcomes in a high-minority, low-socioeconomic school district in the United States. Data include the English Language Arts and Mathematics California Standards Test scores for second-grade students before the professional development began and at the end of each program year. Based on linear regressions that cluster standard errors at the school level, the findings show greater increases in Test scores for English learners (and all students) in participating schools than in non-participating schools. The results suggest that professional development which integrates language with content and focuses on school-level collaboration is a potential model for addressing needs of English learners. [ABSTRACT FROM AUTHOR]

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation. [ABSTRACT FROM PUBLISHER]

The article focuses on the implications and impact of two professional development (PD) programs on the use of science as context for language learning. It explores the development, implementation and efficiency of the PD programs in the promotion of higher quality academic, student-to-student interactions and science literacy. It suggests that science is a viable context in the improvement of students' skills in language and literacy.