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Improving science pedagogy: Moving towards inclusive and effective teaching of Hispanic ELLs

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Abstract:

Hispanic English Language Learners (ELLs) underperform in science education classrooms (Shettle et. al., 2007) and are under-represented in science professions. The success of Hispanic ELLs in science classrooms depends on a complexity of issues (Cagle, 1997). Science teachers must employ a blended knowledge of and positive attitude toward Hispanic cultures and students (Marx, 2008), student prior science knowledge (Zuniga, Olsen & Winter, 2005), and how to integrate second language acquisition theory into the teaching of science content (Zainuddin, Yahya, Morales-Jones, & Ariza, 2002). Teachers must also employ culturally responsive pedagogy (Calabrese, Goodvin & Niles, 2005) to create a successful learning experience.
Preparation of culturally responsive pedagogy rests upon appropriate pedagogical style, the teacher’s knowledge of the students’ culture and their science knowledge foundation. This knowledge foundation comes in part from the students’ prior school science curricula. Our research on comparative curricular content and pedagogical approaches provides U.S. teachers an insight into this knowledge. Through document review and semi-structured interviews we researched national science curricula and pedagogical style by grade level and school type for Mexico, Guatemala, El Salvador, Honduras, Costa Rica, Colombia, and Ecuador. We then compared curricula and pedagogical style in the U.S. to our Latin American findings.
Findings indicate that pedagogical style and students’ science knowledge foundation varied by grade level, country of origin, and type of school (related to social class and ethnicity). Pedagogical styles in the United States vary as do those in the Latin American countries examined, often corresponding in schools serving similar social classes.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486495_index.html
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MLA Citation:

Leier, Robert. and Fregeau, Laureen. "Improving science pedagogy: Moving towards inclusive and effective teaching of Hispanic ELLs" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486495_index.html>

APA Citation:

Leier, R. and Fregeau, L. , 2011-05-01 "Improving science pedagogy: Moving towards inclusive and effective teaching of Hispanic ELLs" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486495_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Hispanic English Language Learners (ELLs) underperform in science education classrooms (Shettle et. al., 2007) and are under-represented in science professions. The success of Hispanic ELLs in science classrooms depends on a complexity of issues (Cagle, 1997). Science teachers must employ a blended knowledge of and positive attitude toward Hispanic cultures and students (Marx, 2008), student prior science knowledge (Zuniga, Olsen & Winter, 2005), and how to integrate second language acquisition theory into the teaching of science content (Zainuddin, Yahya, Morales-Jones, & Ariza, 2002). Teachers must also employ culturally responsive pedagogy (Calabrese, Goodvin & Niles, 2005) to create a successful learning experience.
Preparation of culturally responsive pedagogy rests upon appropriate pedagogical style, the teacher’s knowledge of the students’ culture and their science knowledge foundation. This knowledge foundation comes in part from the students’ prior school science curricula. Our research on comparative curricular content and pedagogical approaches provides U.S. teachers an insight into this knowledge. Through document review and semi-structured interviews we researched national science curricula and pedagogical style by grade level and school type for Mexico, Guatemala, El Salvador, Honduras, Costa Rica, Colombia, and Ecuador. We then compared curricula and pedagogical style in the U.S. to our Latin American findings.
Findings indicate that pedagogical style and students’ science knowledge foundation varied by grade level, country of origin, and type of school (related to social class and ethnicity). Pedagogical styles in the United States vary as do those in the Latin American countries examined, often corresponding in schools serving similar social classes.


Similar Titles:
Inclusive Classrooms: What are Teaching and Management Techniques for Effective Inclusion?

Developing Quality Through Improved Attitudes Toward Science and Science Teaching

Attitudes towards science and science teaching among pre-service teachers


 
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