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The role of language in planning for science instruction : case studies of four teachers of the gifted Graham, Valerie Ann
Abstract
This exploratory project investigated the perceptions of four elementary teachers of the gifted in regard to the role of language in planning for science instruction. Four case studies emerged from this project, a case study of each of the three volunteer teachers and my self-study. During one school year, the three volunteers, the school principal, the language consultant, my research advisor and I were involved in this project. The information in the four cases was derived from many sources including a series of seven videotaped science workshops with the three volunteers, ten videotaped discussions between the language consultant and me, nine videotaped individual interviews with the three volunteers, two videotaped interviews with the principal, my research journal and four cumulative teacher portfolios. Within each case study, I interpreted the transcribed "critical conversations" and other data that were relevant to my research problem. Specifically, I investigated what the teachers perceived regarding (1) their judgements about selecting and defining school science language and concepts, (2) their strategies for teaching and/or assessing school science language and concepts, and (3) the impact of the workshops. The findings indicate that each teacher noticed (1) that her judgements about selecting and defining school science language and concepts were an important part of planning for instruction, (2) the usefulness of translating back and forth between everyday science language and concepts and school science language and concepts, (3) that the workshops encouraged the exploration of alternative teaching and/or assessment strategies, and (4) that participation in this project coincided with some changes in her teaching practice.
Item Metadata
Title |
The role of language in planning for science instruction : case studies of four teachers of the gifted
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2002
|
Description |
This exploratory project investigated the perceptions of four elementary teachers of
the gifted in regard to the role of language in planning for science instruction. Four case
studies emerged from this project, a case study of each of the three volunteer teachers
and my self-study.
During one school year, the three volunteers, the school principal, the language
consultant, my research advisor and I were involved in this project. The information in
the four cases was derived from many sources including a series of seven videotaped
science workshops with the three volunteers, ten videotaped discussions between the
language consultant and me, nine videotaped individual interviews with the three
volunteers, two videotaped interviews with the principal, my research journal and four
cumulative teacher portfolios.
Within each case study, I interpreted the transcribed "critical conversations" and other
data that were relevant to my research problem. Specifically, I investigated what the
teachers perceived regarding (1) their judgements about selecting and defining school
science language and concepts, (2) their strategies for teaching and/or assessing school
science language and concepts, and (3) the impact of the workshops. The findings indicate that each teacher noticed (1) that her judgements about
selecting and defining school science language and concepts were an important part of
planning for instruction, (2) the usefulness of translating back and forth between
everyday science language and concepts and school science language and concepts, (3)
that the workshops encouraged the exploration of alternative teaching and/or assessment
strategies, and (4) that participation in this project coincided with some changes in her
teaching practice.
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Extent |
5372182 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-09-18
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054756
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2002-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.