Science Teacher Attitudes Towards English Learners
Document Type
Article
Publication Date
9-22-2018
Publication Title
Teaching and Teacher Education
Volume
77
First page number:
1
Last page number:
9
Abstract
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.
Keywords
English learners; Science education; Teacher attitudes
Disciplines
Science and Mathematics Education
Language
English
Repository Citation
Huerta, M.,
Garza, T.,
Jackson, J. K.,
Murukutla, M.
(2018).
Science Teacher Attitudes Towards English Learners.
Teaching and Teacher Education, 77
1-9.
http://dx.doi.org/10.1016/j.tate.2018.09.007
Comments
Corrigendum to “Science teachers’ attitudes towards English learners” [Teach. Teach. Educ. 77 1–9]
The authors regret:
“The possible range of scores for both scales is 1 (low = more negative) to 65 (high = more positive); thus, our sample's mean scores for both scales fell above the scale's theoretical midpoint (33).”
SHOULD READ:
“The possible range of scores for both scales is 13 (low = more negative) to 65 (high = more positive); thus, our sample's mean scores for both scales fell above the scale's theoretical midpoint (39).”
The authors would like to apologise for any inconvenience caused.