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Learning from Fourth and Fifth Graders in a Summer School for English Language Learners

  • Molly H. Weinburgh
  • Cecilia Silva
  • Kathy Smith
Chapter
Part of the ASTE Series in Science Education book series (ASTE, volume 1)

Abstract

Three college professors collaborate with a school district to develop and teach an integrated curriculum to English language learners. Dr. Weinburgh and her collaborators reflect on the 6 years of teaching and outline what they have learned. Most significant is the influence it has made on their college teaching and research agendas. Their experience in “practicing what they teach” includes the planning and implementation of inquiry-based science lessons that contain authentic mathematics and English literacy skills. Returning to what their K-12 colleagues call the “real classroom” has been educative at two distinct levels. The first value is practicing the very methods of teaching that they advocate with pre- and in-service teachers. The second value is in terms of interactions with college students. With the added insight from current work with children, they now approach their methods and content courses differently.

Keywords

Preservice Teacher Science Lesson English Language Learner Inquiry Lesson Summer Program 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V. 2014

Authors and Affiliations

  • Molly H. Weinburgh
    • 1
  • Cecilia Silva
    • 1
  • Kathy Smith
    • 2
  1. 1.College of EducationTexas Christian UniversityFort WorthUSA
  2. 2.Department of MathematicsTarleton State UniversityStephenvilleUSA

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