Science instructional time in low-performing urban elementary schools is often limited and
tightly regulated due to the urgency of developing basic literacy and numeracy in
the context of high-stakes assessment and accountability policies (Lee and Luykx
2005; Settlage and Meadows 2002; Shaver et al. 2007). Furthermore, urban
elementary school teachers often do not receive sufficient support from school
administrators or colleagues for teaching science to nonmainstream students
(Knapp and Plecki 2000; Spillane et al. 2001).
Unlike the existing literature that has addressed science education and student
diversity separately, this study examined urban elementary school teachers’
perceptions of their knowledge of science content, science teaching practices, and
support for language development of English language learners or ELL students
simultaneously. Furthermore, unlike the existing literature that has addressed school
organization and student diversity separately, this study examined teachers’
perceptions of organizational supports and barriers associated with their classroom
practices in science. While teachers’ perceptions may distort their actual teaching
practices, their perceptions still need to be taken into account when designing
interventions, as teachers are more likely to enact changes when those changes
reflect their beliefs.
Science instructional time in low-performing urban elementary schools is often limited andtightly regulated due to the urgency of developing basic literacy and numeracy inthe context of high-stakes assessment and accountability policies (Lee and Luykx2005; Settlage and Meadows 2002; Shaver et al. 2007). Furthermore, urbanelementary school teachers often do not receive sufficient support from schooladministrators or colleagues for teaching science to nonmainstream students(Knapp and Plecki 2000; Spillane et al. 2001).Unlike the existing literature that has addressed science education and studentdiversity separately, this study examined urban elementary school teachers’perceptions of their knowledge of science content, science teaching practices, andsupport for language development of English language learners or ELL studentssimultaneously. Furthermore, unlike the existing literature that has addressed schoolorganization and student diversity separately, this study examined teachers’perceptions of organizational supports and barriers associated with their classroompractices in science. While teachers’ perceptions may distort their actual teachingpractices, their perceptions still need to be taken into account when designinginterventions, as teachers are more likely to enact changes when those changesreflect their beliefs.
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