Language of Poverty Strategies

How does a K 12 science teacher effectively teach
science in the elementary classroom especially to
disadvantaged learners? How to support teachers who
implement curriculum and instructional changes that
address academic needs of urban disadvantaged
students is fertile ground for science education
reform research. This topic is multi-faceted and
complex. As educators examine changes in curricula
and instructional strategies, it is imperative that
concerted effort is directed towards developing
teaching and learning models that meet the academic
needs of urban disadvantaged learners. This study
reports the results of school-based staff development
models used at three urban elementary schools that
had liaison teachers assisting classroom teachers in
implementing instructional strategies in science
teaching from Language of Poverty a curriculum
framework designed to address the academics needs of
disadvantaged students. The analysis of this thorough
case study uncovers insights into the challenges
affecting disadvantaged students and science teaching
in urban settings. It is especially useful for K 12
teachers, teacher s aids, and other professionals in
the Education field.

Autorentext

Dr. Bobby Jeanpierre, MA: St. Thomas Univ; PhD: Univ ofMinnesota, is an Associate Professor of Elementary/Middle SchoolScience Ed at Univ of Central Florida and a National ScienceFoundation 2005 CAREER AWARD recipient. Her research is focusedon how K-8 teachers implement inquiry-based science instructionin diverse, low socioeconomic schools.

Klappentext

How does a K-12 science teacher effectively teachscience in the elementary classroom-especially todisadvantaged learners? How to support teachers whoimplement curriculum and instructional changes thataddress academic needs of urban disadvantagedstudents is fertile ground for science educationreform research. This topic is multi-faceted andcomplex. As educators examine changes in curriculaand instructional strategies, it is imperative thatconcerted effort is directed towards developingteaching and learning models that meet the academicneeds of urban disadvantaged learners. This studyreports the results of school-based staff developmentmodels used at three urban elementary schools thathad liaison teachers assisting classroom teachers inimplementing instructional strategies in scienceteaching from Language of Poverty-a curriculumframework designed to address the academics needs ofdisadvantaged students. The analysis of this thoroughcase study uncovers insights into the challengesaffecting disadvantaged students and science teachingin urban settings. It is especially useful for K-12teachers, teacher's aids, and other professionals inthe Education field.