Science Teacher Attitudes Towards English Learners

Margarita Huerta, University of Nevada, Las Vegas
Tiberio Garza, University of Nevada, Las Vegas
Julie K. Jackson, Texas State University
Manognya Murukutla, University of Nevada, Las Vegas


Access to science education is important given scientific understanding is foundational for individuals to deal with demands of increasingly technological societies. Unfortunately, English Learners (ELs) often struggle with achievement in science education. For teachers, implementing effective pedagogy for ELs is not easy, and teacher educators and researchers would benefit from understanding teacher attitudes related to practice in this field. We analyzed 553 PreK-12 teachers' attitudes toward ELs in the context of science education accounting for demographic, contextual, and educational variables. Results indicated above average attitudinal scores for the sample with specific variables showing statistically significant effects on participants’ scores.