Edward G. Lyon, Sara Tolbert, Jorge Solís

Secondary Science Teaching for English Learners

Developing Supportive and Responsive Learning Contexts for Sense-Making and Language Development

• Gebundenes Buch

Produktbeschreibung

The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices - through contextualized teaching that connects science instruction to students' lived experiences, sociocultural resources, and local and global communities.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 260
• Erscheinungstermin: 20. Juni 2016
• Englisch
• Abmessung: 235mm x 157mm x 20mm
• Gewicht: 579g
• ISBN-13: 9781442231252
• ISBN-10: 1442231254
• Artikelnr.: 44558447

Autorenporträt

Edward G. Lyon received his Ph.D. from the University of California at Santa Cruz. He is currently an Assistant Professor of Science Education at California State University, Sonoma. Prior to getting his doctorate he taught high school science for several years. Trish Stoddart received her Ph.D. from the University of California at Berkeley. She is a Professor of Education at the University of California at Santa Cruz. Sara Tolbert is an Assistant Professor of Science Education at the University of Arizona. She received her Ph.D. from the University of California at Santa Cruz. Prior to receiving her doctorate, she was a middle school science teacher. Jorge Luis Solís is an Assistant Professor in the College of Education and Human Development at the University of Texas at San Antonio. He received his Ph.D. from the University of California at Berkeley.

Inhaltsangabe

Foreword Acknowledgements Introduction: Preparing the Next Generation of
Secondary Science Teachers Edward G. Lyon PART I: FOUNDATIONS FOR LANGUAGE,
LITERACY, AND SCIENCE INTEGRATION Chapter 1: The New Vision for Secondary
Science Education: Connecting Language and Literacy to Science Learning
Trish Stoddart Chapter 2: Responsive Approaches to Science and Language
Teaching for English Learners: Foundations of the SSTELLA Framework Jorge
Solís and George C. Bunch PART II: SUPPORTIVE AND RESPONSIVE SCIENCE
TEACHING PRACTICES FOR ENGLISH LEARNERS Chapter 3: The SSTELLA Framework: A
Synergistic and Reciprocal Relationship between Language and Science for
Secondary Teaching Sara Tolbert and Trish Stoddart Chapter 4:
Contextualizing Science Activity Sara Tolbert Chapter 5: Scientific
Sense-Making through Scientific and Engineering Practices Edward G. Lyon
and Sara Tolbert Chapter 6: Scientific Discourse through Scientific and
Engineering Practices Edward G. Lyon and Jorge Solís Chapter 7: English
Language and Disciplinary Literacy Development in Science Jorge Solís PART
III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNING
Chapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to
Integrate Scientific Practices with Disciplinary Literacy Edward G. Lyon
Chapter 9: Deconstructing the "Explaining the Antibiotic Resistance of
MRSA" Unit Sara Tolbert and Edward G. Lyon Chapter 10: Responsive
approaches to assessing English learners in science classrooms Edward G.
Lyon APPENDIX: SSTELLA PRACTICES PROGRESSION References About the Authors