rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Science Teacher Preparation in Content-Based Second Language Acquisition
  name:
    name part: Oliveira, Alandeom W.
    role:
      role term: editor.
  name:
    name part: Weinburgh, Molly H.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XI, 387 p. 76 illus., 5 illus. in color. online resource.
  abstract: The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation. .
  table of contents: Introduction: Science Teacher Preparation in Language and Content, Alandeom W. Oliveira, and Molly H. Weinburgh -- Part 1: Pre-service Teacher Preparation -- Cultivating Teacher Knowledge of the Role of Language in Science: A Model of Elementary Grade Pre-Service Teacher Preparation, Marco A. Bravo -- A Language-Based Approach to Content Instruction (LACI) in Science For English Language Learners, Luciana C. de Oliveira -- The Professional Development of Pre-service Teachers in an Integrated Science and Language Acquisition Curriculum with Third-Grade Students, Anita C. Hernández -- Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course, Sarah A. Roberts, Julie A. Bianchini, Jin Sook Lee, Sarah Hough, and Stacey L. Carpenter -- Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice, Trish Stoddart, Jorge Solis, Edward G. Lyon, and Sara Tolbert -- Online Professional Learning for Science Teachers of Multilingual Learners, Kara Mitchell Viesca, Elizabeth Mahon, Christopher D. Carson, and the eCALLMS Team -- Preparing Science Teachers for English Learners: A Targeted and Integrated approach to Pre-service Teacher Education, Lara K. Smetana and Amy J. Heineke -- Part 2: In-service Teacher Preparation -- The Integration of English Language Development and Inquiry Science into a Blended Professional Development Design, Susan Gomez Zwiep, and William J. Straits -- Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices, Rita MacDonald, Emily Miller, and Sarah Lord -- Academic Language and Literacy in Every Setting (ALLIES+): Strengthening the STEM Learning Ecosystem, Susan O’Hara, Robert Pritchard, Deborah Pitta, Renee Newton, Uyen Do, and Lisa Sullivan -- A Design-based Model of Teacher Professional Learning in the LISELL-B Project, Cory A. Buxton, Martha Allexsaht-Snider, Yainitza Hernandez Rodriguez, Rouhollah Aghasale…
  note: edited by Alandeom W. Oliveira, Molly H. Weinburgh.
  subject:
    topic: Education
  subject:
    topic: Language and education
  subject:
    topic: Science education
  subject:
    topic: Teaching
  subject:
    topic: Education
  subject:
    topic: Science Education
  subject:
    topic: Language Education
  subject:
    topic: Teaching and Teacher Education
  classification: LC8-6691
  classification: 507.1
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: ASTE Series in Science Education
  identifier: 9783319435169
  identifier: http://dx.doi.org/10.1007/978-3-319-43516-9
  record info:
    record creation date: 161025
    record change date: 20161025132921.0
    record identifier: 978-3-319-43516-9