Results
The results are reported with regard to three domains: (a) background information
about teacher preparation and professional development in science, science education,
ESOL, and student diversity, (b) teacher knowledge of science content, science
teaching, and English language development of ELL students, and (c) organizational
supports and barriers in teaching science to nonmainstream students in urban schools.
Teacher Preparation and Professional Development in Science and Student
Diversity
Table 3 presents the average number of science courses that the teachers reported
taking at the undergraduate and/or graduate level. This question was asked to get an
idea of the science background of the teachers. On average, they took two
elementary science methods courses and one course each of physical, earth/space,
and life science.
The teachers’ training in ESOL is presented in Table 4. Over 50% of the teachers
had ESOL training through college courses, including degree-bearing coursework at the undergraduate or graduate level. Additionally, close to 50% completed ESOL
training offered by the school district. Slightly over 10% of the teachers did not have
any ESOL training.
Teachers were asked to report their participation in professional development
activities (aside from our intervention from the larger project) related to (a) science
or science education and (b) student diversity. The results are presented in Table 5.
The majority of the teachers never or rarely participated in professional
development activities in either science/science education or student diversity
during the school year.
Table 3 Number of science
courses taken at undergraduate
and/or graduate level (n = 221)
Topic M SD
Methods of teaching science in elementary school 1.95 1.47
Methods of teaching science in secondary school .30 .74
Physical science 1.02 1.22
Earth/space science 1.05 1.22
Life science 1.46 1.35
Table 4 ESOL training
(n = 182)
Teachers could check more than
one response, and thus the
percentages add up to more than 100%
Bachelor’s degree in ESOL 4.9
Master’s degree in ESOL 7.1
ESOL endorsement through college coursework 41.2
ESOL endorsement through school district 48.4
Grandfathered in through teaching limited
English proficient students
8.8
No preparation for ESOL 11.5
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Teachers’ Perceived Knowledge and Practices in Science Instruction with ELL
Students
The items for this scale asked teachers to rate their level of knowledge in teaching the eight science topics according to the state science content standards (see Table 6). Cronbach a for the score of this scale was .95, indicating strong reliability. The mean
for this scale was 2.81, indicating that teachers reported they were generally
knowledgeable about science topics at their grade level. Teachers’ responses were
largely consistent across the science topics, ranging from the mean of 2.74 for the
topic of force and motion to the mean of 2.92 for the topic of processes of life.
Teachers’ self-reported practices for teaching science while supporting English
language development of ELL students are presented in Table 7. These scales had
fewer respondents because only teachers who were teaching science when the survey
Table 5 Teacher professional
development (percentage of
teachers based on n = 221)
Science or science
education (%)
Student
diversity (%)
Frequency during past 12 months
Never 39.8 48.9
Once 25.8 26.2
Twice 15.4 13.6
3–4 Times 10.4 6.3
More than 4 times 8.6 3.6
Missing Response 0 1.4
Total hours during past 12 months
N/A 34.8 44.8
1–6 h 27.6 26.7
7–15 h 10.0 11.3
16–35 h 11.8 5.9
More than 35 h 6.3 3.6
Missing response 9.5 7.7
Table 6 Teachers’ knowledge
of science content
The responses are based on a
four-point rating system
(1 = not knowledgeable;
2 = somewhat knowledgeable;
3 = knowledgeable; 4 = very
knowledgeable)
Science topics Cronbach a M SD n
All science topics .95 2.81 .64 219
Nature of matter 2.86 .78 218
Energy 2.75 .73 216
Force and motion 2.74 .72 218
Processes that shape the earth
(earth science)
2.76 .74 217
Earth and space 2.80 .75 218
Processes of life 2.92 .73 217
Environment (environmental science) 2.88 .74 219
Nature of science 2.78 .78 218
Science Teachers of English Language Learners 273
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was administered were asked to answer these items. Faculty departmentalization at
certain grade levels and in certain schools meant that some teachers were not asked to teach science during some academic years. As a result, we included only those
teachers teaching science during this particular school year for this analysis. The
scales included scientific understanding, scientific inquiry, traditional/conventional
practices in teaching science, use of ESOL strategies, and use of ELL students’ home
language. Cronbach a for the scores of these scales ranged from .