Student Initiatives in Urban Elementary Science Classrooms

School Science and Mathematics

Volumn 110, Issue 3, 2010, Pages 160-172

  Lewis, Scott ^a   Lee, Okhee ^b   Santau, Alexandra ^c   Cone, Neporcha ^d  

^a FLORIDA ATLANTIC UNIVERSITY   (United States)

^b UNIVERSITY OF MIAMI   (United States)

^c DUQUESNE UNIVERSITY   (United States)

^d NORTHERN KENTUCKY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873683319     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2010.00018.x     Document Type: Article

References (27)

1. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
2. Chinn, C., & Chia, L. (2004). Problem-based learning: Using students' questions to drive knowledge construction. Science Education, 88, 707-727.
3. Dori, Y. J., & Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36, 411-430.
4. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Methuen.
5. Fathman, A. K., & Crowther, D. T. (Eds.). (2006). Science for English language learners: K-12 classroom strategies. Arlington, VA: National Science Teachers Association.
6. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.
7. Hart, J., & Lee, O. (2003). Teacher professional development to improve science and literacy achievement of English language learners. Bilingual Research Journal, 27, 475-501.
8. Kennedy, M. (1998). Education reform and subject matter knowledge. Journal of Research in Science Teaching, 35, 249-263.
9. Lee, O. (2002). Promoting scientific inquiry with elementary students from diverse cultures and languages. In W. G. Secada (Ed.), Review of research in education, Vol. 26 (pp. 23-69). Washington, DC: American Educational Research Association.
10. Lee, O. (2005). Science education and English language learners: Synthesis and research agenda. Review of Educational Research, 75, 491-530.
11. Lee, O., & Buxton, C. (2008). Science curriculum and student diversity: Culture, language, and socioeconomic status. The Elementary School Journal, 109, 123-137.
12. Lee, O., Hart, J., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41, 1021-1043.
13. Lemke, J. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
14. Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.
15. McKinley, E. (2007). Postcolonization, indigenous students, and science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (2nd ed., pp. 199-285). Mahwah, NJ: Erlbaum.
16. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
17. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
18. National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
19. Nelson-Barber, S., & Estrin, E. T. (1995). Bringing Native American perspectives to mathematics and science teaching. Theory into Practice, 34, 174-185.
20. Newmann, F. M., Secada, W. G., & Wehlage, G. G. (1995). A guide to authentic instruction and assessment: Vision, standards and scoring. Madison: University of Wisconsin-Madison, Center on Organization and Restructuring of Schools, Wisconsin Center for Education Research.
21. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
22. Rop, C. (2002). The meaning of student inquiry questions: A teacher's beliefs and responses. International Journal of Science Education, 24, 717-736.
23. Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 21, 61-94.
24. Shodell, M. (1995). The question-driven classroom: Student questions as course curriculum in biology. The American Biology Teacher, 57, 278-281.
25. Solano-Flores, G., & Nelson-Barber, S. (2001). On the cultural validity of science assessments. Journal of Research in Science Teaching, 38, 553-573.
26. Watts, M., & Alsop, S. (1995). Questioning and conceptual understanding: The quality of pupils' questions in science. School Science Review, 76, 91-95.
27. Wong-Fillmore, L., & Snow, C. (2002). What teachers need to know about language. Washington, DC: Center for Applied Linguistics.