A "Framework for K-12 Science Education and the Next Generation Science Standards" ("NGSS") are intended for all students, hence "all standards, all students" (NGSS Lead States 2013). To make this vision a reality, the "NGSS" highlight three key instructional shifts: (1) explain phenomena or design solutions…

This study examined elementary teachers' instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and…

This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL…

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…

Student initiatives play an important role in inquiry-based science with all students, including English language learning (ELL) students. This study examined initiatives that elementary students made as they participated in an intervention to promote science learning and English language development over a three-year period. In addition, the…

This study examined urban elementary teachers' knowledge and practices in teaching science while supporting English language development of English language learning (ELL) students. As part of a larger 5-year research project in the United States, the study involved 38 third-grade teachers who participated in the first-year implementation of a…

Our 5-year professional development intervention is designed to promote elementary teachers' knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers'…

This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of…

This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six…

This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and…

As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through…