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A Critical Examination of Dual-Langu...

Navarro Martell, Melissa Arabel.

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A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity./
Author:	Navarro Martell, Melissa Arabel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10842697
ISBN:	9780438330924

A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity.
Navarro Martell, Melissa Arabel.

A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 159 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2018.

This study explores how K-8 critically conscious dual-language science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual-language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This study is informed by the main research question: How are the IPAE tenets manifested in K-8 CCDLSTs' daily classroom practice? Previous research offers limited information on how dual-language science teachers practice their critical consciousness. Given the era of Common Core State Standards and the number of BLs left with underprepared teachers, this study advances understanding of what CCDLSTs are doing in classrooms to draw on the assets of BLs. A phenomenological design was used to gather interview and observational data of how six CCDLSTs employed a critically conscious pedagogy in a dual-language setting while creating access to science content, with equity at the core. Findings include research-based examples of the instructional processes CCDLSTs used in their classrooms and how they planned and implemented science lessons inclusive of the IPAE tenets.

ISBN: 9780438330924Subjects--Topical Terms:

516579
Education.

A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity.
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245 1 2 $a A Critical Examination of Dual-Language Science Educators: Ideology, Pedagogy, Access, and Equity.
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300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
500 $a Advisers: Cristina Alfaro; Lucrecia Santibanez.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2018.
520 $a This study explores how K-8 critically conscious dual-language science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual-language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This study is informed by the main research question: How are the IPAE tenets manifested in K-8 CCDLSTs' daily classroom practice? Previous research offers limited information on how dual-language science teachers practice their critical consciousness. Given the era of Common Core State Standards and the number of BLs left with underprepared teachers, this study advances understanding of what CCDLSTs are doing in classrooms to draw on the assets of BLs. A phenomenological design was used to gather interview and observational data of how six CCDLSTs employed a critically conscious pedagogy in a dual-language setting while creating access to science content, with equity at the core. Findings include research-based examples of the instructional processes CCDLSTs used in their classrooms and how they planned and implemented science lessons inclusive of the IPAE tenets.
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