ESTELL Effective Science Teaching for English Language Learners: A Pre-Service Teacher Professional Development Research Project Across Four Universit...
ESTELL Effective Science Teaching for English Language Learners: A Pre-Service Teacher Professional Development Research Project Across Four Universities in California
Trish Stoddart, PI M Marco B Bravo, Co-PI C PI Jorge L. Solís, Post Doc
NSF Annual Meeting
Background 4-year National Science Foundation DRK-12 Full Research & Development Grant Aim is to develop a model teacher education program to improve pre-service elementary grade teachers’ ability to teach science i to t English E li h Language L Learners L (ELLs) (ELL ) Analyze the impact of the ESTELL teacher education program on pre-service pre service and novice teachers’ teachers knowledge, knowledge beliefs and practice. Collaboration between the University of California, California Santa Cruz, Cruz San Diego State University, San Francisco State University and San Jose State University
ESTELL Research and Development Team
UCSC Trish UCSC: T i h Stoddart, St dd t Jerome J Shaw, Sh Eduardo Ed d Mosqueda, Jorge Solís SFSU: Marco Bravo, Isabel Quita, Mina Kim SDSU: Alberto Rodriguez, Rodriguez Cathy Zozakiewicz, Zozakiewicz Meredith Houle SJSU: Andrea Whittaker, Alie Victorine
Senior Project Advisor: Professor Okhee Lee, U i University i off Miami Mi i
Increases in the ELL Population
By 2010 40% of school age children will be English language learners In 2000 68% % of ELL were concentrated in 6 states--CA, TX, NM, NY, FL, IL Rapid growth in ELLs across the U.S. US
Growth of ELL Population 1995 1995-2006 2006 70
60
57% Percentage Change
50
40
ELL Non-ELL
30
20
10
3.6% 0 “95-6”
“96-7”
“97-8”
“98-9”
“99-00”
“00-1”
“01-2”
“02-3”
“03-4”
-10
National Clearinghouse for English Language Acquisition
