In today’s increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students’ language development simultaneous to content-based classroom instruction. Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in language-rich science practices. The purpose of this case study was to follow one teacher […]
Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs
A need exists for impactful interdisciplinary collaborations between STEM and Education departments to build successful STEM teacher education programs. Within extant literature, few studies have examined the qualities that make STEM and Education collaborations possible for the purpose of STEM teacher preparation. The purpose of this study was to analyze the motivation, development and sustainability […]
Problem-Based Enhanced Language Learning (PBELL)
Problem-Based Enhanced Language Learning (PBELL)
A specialized team within Arizona State University is dedicated to preparing all teachers to support and meet the needs of culturally and linguistically diverse students. The team is comprised of professionals in the field of teaching, diverse learner instruction, special education, coaching, and specific content area expertise (math, science, English language arts, and social studies). Integrating STEM, Literacy, and Language to Prepare all Teachers to Work with English Language Learners: iTeachELLs is a six-year Teacher Quality Partnership funded project.Strategies for Supporting Educator Preparation Programs’ Efforts to Attract, Admit, Support, and Graduate Teacher Candidates From Underrepresented Groups
Educator preparation programs (EPPS) are increasingly focused on identifying successful strategies for including more teacher candidates from underrepresented groups (i.e., students of color, English language learners, first-generation students). But the process of attracting, admitting, supporting, and successfully graduating students from underrepresented groups has proven to be challenging for many reasons. This research memorandum outlines some […]
An Integrated Model for STEM Teacher Preparation: The Value of a Teaching Cooperative Educational Experience
The purpose of this article is to evaluate an intensive, integrated model for teacher preparation, specifically, a preservice STEM teacher education model which incorporates science or mathematics content with pedagogical content knowledge in an early, intensive classroom immersion program based entirely in a local school. STEM preservice teachers participated in a cooperative teaching experience which […]
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