The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S-Reference-Cited by-同舟云学术

The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S

Published:2018-08-31 Issue:5 Volume:45 Page:533-553
ISSN:0305-5698
Container-title:Educational Studies
language:en
Short-container-title:Educational Studies

Author:

Tong Fuhui¹,Irby Beverly J.²,Lara-Alecio Rafael¹,Guerrero Cindy¹,Tang Shifang¹,Sutton-Jones Kara L.¹

Affiliation:

1. Center for Research and Development in Dual Language and Literacy Acquisition, Texas A&M University, College Station, TX, USA

2. Educational Administration and Human Resource Development, Education Leadership Research Center, Texas A&M University, College Station, TX, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03055698.2018.1509776

Reference69 articles.

1. The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools

2. Challenging Anti-Immigration Discourses in School and Community Contexts

3. Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language

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