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Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 2 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 3 |
National Chemistry Week: From IRL to the Web
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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| 4 |
Developing as Culturally Responsive Mathematics Teacher Educators: Reviewing and Framing Perspectives in the Research
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In: Education Faculty Publications (2021)
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| 5 |
Ontario High School Science Word List (OHSWL)
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In: Electronic Thesis and Dissertation Repository (2021)
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| 6 |
A Phenomenological Case Study Exploring The In-Home Experiences Of African Americans Pursuing Stem Degrees At A Historically Black College
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In: Open Access Theses & Dissertations (2021)
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| 7 |
Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong
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In: Research outputs 2014 to 2021 (2020)
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| 8 |
Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
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In: Special Education Faculty Publications and Presentations (2020)
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| 9 |
Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners
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In: LMU/LLS Theses and Dissertations (2020)
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| 10 |
Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction
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In: Professional Journal Articles (2020)
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| 11 |
Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites
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In: Journal of Pre-College Engineering Education Research (J-PEER) (2020)
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| 12 |
Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 13 |
POST-PROGRAM ENGLISH LANGUAGE LEARNERS: SUCCESSFUL LEARNERS OR STRUGGLING LEARNERS?
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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| 14 |
Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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| 15 |
Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Abstract:
English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Although educational leaders, policy makers, and researchers have emphasized the importance of STEM for the country’s continued prosperity, both education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study is to explore and describe the lived experiences of science teachers of ELLs at a public high school in a large Midwestern city in the USA. Data will be collected from 5-10 science teachers of ELLs (or until data saturation is reached) using individual in-depth, semi-structured and focus group interviews. Data will be analyzed using MAXQDA to search for dominant themes. The findings and discussion will describe these themes, i.e., the overall essence of the phenomenon of teaching science to ELLs. Insights into teachers’ experiences will help educators, educational leaders, policy makers, and researchers to better understand methods to improve ELLs’ science outcomes. I will include potential limitations, implications, and possible areas for future research that could pave ways for increasing participation of ELLs in STEM fields and related careers.
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Keyword:
5E inquiry-based instructional model; and Historical Methodologies; and Multicultural Education; Bilingual; Comparative; English language learners; Higher Education and Teaching; Multicultural Psychology; Multilingual; NCCRS-S; NCLB; NGSS; Qualitative; Quantitative; Science and Mathematics Education; Science and Technology Studies; STEM education
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1127&context=teachlearnstudent
https://digitalcommons.unl.edu/teachlearnstudent/118
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| 16 |
DRAMA APPLIED TO CONTENT-BASED INSTRUCTION IN ELEMENTARY EDUCATION
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In: Graduate Student Theses, Dissertations, & Professional Papers (2020)
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| 17 |
Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio
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In: ETD Archive (2019)
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| 18 |
Cooperating Teachers' Perceived Preparedness to Support Science Teacher Candidates for Culturally Sustaining Science Teaching
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In: Dissertations and Theses (2019)
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| 19 |
Revisiting Multiplication Area Models for Whole Numbers
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In: Education Publications (2019)
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| 20 |
An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
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In: Education Publications (2019)
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