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…

Discusses the concept of scientific literacy for all students. Addresses scientific literacy as it relates to students from diverse cultures and languages. Discusses the nature of science, the norm of science instructional practices, and ways to achieve scientific literacy for all students. (JRH)

Focuses on two aspects of literacy related to science performance: interpretations of science task cards depicting a series of activities and written language samples summarizing science tasks. Results highlight difficulties that students experience in developing and expressing their understandings of science activities. Illustrates the need to…

Task engagement and conceptual change were studied for 12 sixth graders in 2 classrooms where teachers and instructional materials provided students with extensive support to understand science better. Results indicate that some students recognize the value of science learning and demonstrate cognitive engagement, whereas others pursue alternative…

This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic…

Addresses issues of equity in science learning and teaching for linguistically and culturally diverse students, synthesizing major issues and research findings for effective classroom practices in the multicultural science education literature. The article offers recommendations for a research agenda that contributes to achieving the goal of…

Analyzes current conceptions of science achievement for K-12 students and considers equity implications for science achievement and assessment in the context of standards-based and systems reform. Reviews documents on science concept standards and proposes using a cultural anthropological perspective to develop a view of science achievement and…

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…

Considers how science inquiry may be different with diverse groups of students. Discusses teachers' role in identifying effective approaches to science inquiry and uses data from empirical research to illustrate differences in the ways urban fourth-grade teachers perceive and engage in science inquiry with diverse students. Focuses on three…

Uses four case studies to illustrate differences in task engagement in 12 students in two "exemplary" sixth-grade science classrooms. Not all students are likely to benefit from improvements in science programs that provide increased opportunities for meaningful learning. For students whose personal agendas were indifferent to achieving…

Addresses issues of diversity and equity with Asian American students in science education. Describes barriers as well as promising practices in science learning with these students and discusses current reform and its implications. Proposes an equity agenda with Asian American students in science education. Contains 107 references. (Author/JRH)

School efforts to promote science learning were examined at two ethnically and linguistically diverse elementary schools (one urban and one suburban). The schools differed considerably with regard to students' prior knowledge and background, teacher and administrator attitudes toward science education and toward the capabilities of students with…

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…

Three studies examining the interrelationship of science, language, and cognitive strategies involved limited-English-speaking and mainstream fourth-grade students and culturally congruent teachers. Findings indicate that integrating science inquiry with literacy development required an explicit-to-inquiry continuum for promoting science inquiry,…