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Article
The Challenge of Altering Elementary School Teachers' Beliefs and Practices Regarding Linguistic and Cultural Diversity in Science Instruction
Journal of Research in Science Teaching
  • Okhee Lee
  • Aurolyn Luykx
  • Cory Buxton
  • Annis N. Shaver, Cedarville University
Document Type
Article
Publication Date
11-1-2007
Abstract
This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students’ home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six elementary schools in a large urban school district. These teachers participated in the intervention for 2 consecutive years. The study was conducted using both quantitative and qualitative methods based on focus group interviews, a questionnaire, and classroom observations. The results indicate that as teachers began their participation in the intervention, they rarely incorporated students’ home language or culture into science instruction. During the 2-year period of the intervention, teachers’ beliefs and practices remained relatively stable and did not show significant change. Possible explanations for the limited effectiveness of the intervention are addressed, and implications for professional development efforts are discussed.
Keywords
  • Education,
  • elementary education,
  • elementary teachers,
  • cultural diversity,
  • linguistic diversity
Citation Information
Okhee Lee, Aurolyn Luykx, Cory Buxton and Annis N. Shaver. "The Challenge of Altering Elementary School Teachers' Beliefs and Practices Regarding Linguistic and Cultural Diversity in Science Instruction" Journal of Research in Science Teaching Vol. 44 Iss. 9 (2007) p. 1269 - 1291
Available at: http://works.bepress.com/annis_shaver/18/