Description
ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination.
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Contributors
- Ortega, Irasema (Author)
- Luft, Julie A (Thesis advisor)
- Artiles, Alfredo (Committee member)
- Baker, Dale R. (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2011
Subjects
- science education
- General Education
- English as a Second Language
- early career science teachers
- English Language Learners
- Induction
- science education
- science inquiry
- teacher learning
- Science teachers--Longitudinal studies.
- Science teachers
- Science teachers--In-service training--Longitudinal studies.
- Science teachers
- Pedagogical content knowledge--Longitudinal studies.
- Pedagogical content knowledge
- Science--Study and teaching (Secondary)--Longitudinal studies.
- Science
- Inquiry-based learning--Longitudinal studies.
- Inquiry-Based Learning
- Limited English-proficient students--Education (Secondary)--Longitudinal studies.
- Limited English-proficient students
- English language--Study and teaching (Secondary)--Foreign speakers--Longitudinal studies.
- English language
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Note
- Partial requirement for: Ph. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 225-234)Note typebibliography
- Field of study: Curriculum and instruction (Science education)
Citation and reuse
Statement of Responsibility
by Irasema Ortega