NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers2
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kazemi, Elham; Ghousseini, Hala; Cordero-Siy, Eric; Prough, Sam; McVicar, Elzena; Resnick, Alison Fox – ZDM: Mathematics Education, 2021
Engaging students in mathematical argumentation supports language development and conceptual understanding because students use verbal and written language in coordination with mathematical representations to notice patterns, make claims, and create and revise explanations. This study adds to the limited research base on how teachers learn to…
Descriptors: Mathematics Instruction, Persuasive Discourse, Discussion (Teaching Technique), Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Soysal, Y. – Research in Science Education, 2020
This study identified the accumulated distributions of the enacted discursive moves during classroom inquiry to demonstrate how a science teacher reacted to the existence of two mutually exclusive social languages: everyday social languages of the students vs. social languages of school science. The participants were a science teacher and 26…
Descriptors: Classroom Communication, Discourse Analysis, Video Technology, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Hoisington, Cindy; Winokur, Jeff – Science and Children, 2019
At Education Development Center, the authors developed professional learning for teachers that reflects the vision of the "Next Generation Science Standards" ("NGSS") and makes explicit connections between science and language. In the authors' recent project, Literacy and Academic Success for English Learners through Science…
Descriptors: Science Instruction, Inquiry, Teaching Methods, Urban Schools
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Adams, Susan R.; Brooks, Katie; Kandel-Cisco, Brooke – AILACTE Journal, 2017
Too often teacher professional development (PD) is focused on mainstream K-12 learners, even as US schools become more culturally and linguistically diverse (CLD). This theoretical paper provides guidance for centering professional development on the margins. The three conclusions are distilled from robust experiences with middle and high school…
Descriptors: Elementary Secondary Education, Faculty Development, Student Diversity, Cultural Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Humes, Walter – Scottish Educational Review, 2014
Starting in August 2014, all registered teachers in Scotland are now required to engage in a process of Professional Update (PU) managed by the General Teaching Council for Scotland (GTCS). The aim is to ensure that teachers at every stage of their careers participate in worthwhile professional learning, which can take a variety of forms. PU is,…
Descriptors: Foreign Countries, Faculty Development, Teacher Improvement, Inquiry
Chauvin, Ramona; Theodore, Kathleen – SEDL, 2015
To graduate high school fully prepared for college and the workforce, students need more than basic literacy skills. They need to master the distinct approaches to literacy that are used in academic disciplines such as science, mathematics, and history--as well as Career Technical Education courses. Many students still struggle to master more…
Descriptors: Literacy Education, Skill Development, College Readiness, Career Readiness
Regional Educational Laboratory Pacific, 2015
This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions…
Descriptors: Partnerships in Education, Family School Relationship, School Community Relationship, Beliefs
Burns, Anne, Ed.; Burton, Jill, Ed. – TESOL International Association, 2008
Over the last 30 years, inquiry-based teaching has become a highly valued component of professional development and practitioner research in Australia and New Zealand. This volume of the Language Teacher Research Series focuses on teaching and learning experiences in those two countries, which encompass a large geographical area with diverse…
Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, Language Teachers