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Fourth-Grade Emergent Bilingual Learners’ Scientific Reasoning Complexity, Controlled Experiment Practices, and Content Knowledge When Discussing School, Home, and Play Contexts


by Cory A. Buxton , Ale Salinas, Margarette Mahotiere, Okhee Lee & Walter G. Secada - 2015


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Cite This Article as: Teachers College Record Volume 117 Number 2, 2015, p. 1-36
https://www.tcrecord.org ID Number: 17780, Date Accessed: 10/21/2021 11:22:43 PM
 
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About the Author
  • Cory Buxton
    University of Georgia
    E-mail Author
    CORY A. BUXTON is a professor in the Department of Educational Theory and Practice at the University of Georgia. His research interests include teacher professional development for creating more equitable science learning opportunities for bilingual learners, understanding the uses of science to solve social problems, and fostering success in science as a gateway to broader academic success. A recent publication is: Buxton, C., Kayumova, S., & Allexsaht-Snider, M. (2013). Teacher, researcher and accountability Discourses shaping democratic practices for science teaching in middle schools. Democracy & Education, 21(2), article 2.
  • Ale Salinas
    Boston University
    E-mail Author
    ALEJANDRA SALINAS is an assistant professor in the School of Education at Boston University. Her research interests include methods for preparing prospective mathematics teachers to practice equitable pedagogies, fostering discourse in undergraduate elementary mathematics content courses, and the effective implementation of trans-media in early childhood classrooms. A recent publication is: Buxton, C., Salinas, A., Mahotiere, M., Lee, O. & Secada, W. G. (2013). Leveraging cultural resources through teacher reasoning: Teachers analyze English language learners’ problem solving in science. Teaching and Teacher Education, 32, 31-42.
  • Margarette Mahotiere
    University of Miami
    MARGARETTE MAHOTIERE is a recent graduate from the Teaching and Learning doctoral program at the University of Miami with a concentration in special education. Her research areas include language, culture and parental participation of culturally and linguistically diverse minority groups in education. A recent publication is: Buxton, C., Salinas, A., Mahotiere, M., Lee, O. & Secada, W. G. (2013). Leveraging cultural resources through teacher reasoning: Teachers analyze English language learners’ problem solving in science. Teaching and Teacher Education, 32, 31-42.
  • Okhee Lee
    New York University
    E-mail Author
    OKHEE LEE is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include science education, language and culture, and teacher education. A recent publication is: Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223–233.
  • Walter Secada
    University of Miami
    E-mail Author
    WALTER SECADA is professor and senior associate dean of the School of Education and Human Development at the University of Miami. His interests include mathematics education, the education of English language learners, school restructuring, curriculum reform, teacher education, and educational equity. A recent publication is Secada, W. G. (2012) Educational equity, in J. A. Banks, (Ed.), Encyclopedia of Diversity in Education, Thousand Oaks, CA.
 
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