- Year 2019
- NSF Noyce Award # 1439858
- First Name Alexis
- Last Name Rutt
- Institution University of Virginia
- Role/Position Project personnel, doctoral student, and co-instructor
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological
- Target Audience Evaluators/Education Researchers, Project PIs / Co-PIs / Other Faculty/Staff
- Topics Preparing Teachers for High-Need School Districts
- Session Length 30 minutes
- Additional Presenter(s)
Dr. Frackson Mumba, firstname.lastname@example.org, University of Virginia, PI and co-instructor
By the end of this session, participants will have a better understanding of the extant research on preparing pre-service teachers to teach science in linguistically diverse classrooms, as well as a model that can be used to do so in secondary science teaching methods courses.
The language and literacy integrated science instructional framework that guided our intervention was developed based on significant research on the fields of pre-service science teacher preparation for linguistically diverse classrooms, as well as research on best practices for teaching science to linguistically diverse students. Evidence for our intervention, including in what ways pre-service teachers’ understanding and perspectives of and instructional planning for language and literacy integrated science instruction evolved over the intervention, is currently under evaluation for the 2018-2019 Noyce cohort. Data sources include pre-, mid-, and post-intervention surveys, lesson plans, and mid- and post-intervention interviews. Preliminary findings will be shared during the workshop session.
Science classrooms are becoming increasingly linguistically diverse (i.e., inclusive of students who are still learning English, commonly called English Learners or ELs), requiring that pre-service teachers be prepared to teach science in a way that integrates language and literacy into the content, especially at the secondary level. During this workshop, we will describe how we worked with our graduate Noyce scholars during their science methods courses to prepare them to teach linguistically diverse students using a research-informed language and literacy integrated science instructional framework. In particular, we will discuss how we incorporated this instructional framework into our traditional methods instruction to ensure that the integration of language and literacy was grounded in effective, rigorous science instruction. We will also detail some preliminary findings related to our 2018-2019 Noyce cohort’s understanding and perceptions of and planning abilities for language and literacy integrated science instruction following their participation in our re-designed methods courses.