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Abstract
This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
Publication Date
2020
Disciplines
Bilingual, Multilingual, and Multicultural Education | Science and Mathematics Education | Teacher Education and Professional Development
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Recommended Citation for Full Report
Armas, E.G., O’Brien, G., Lavadenz, M., & Strauss, E. (2020). Rigorous and meaningful science for English learners: Urban ecology and transdisciplinary instruction. CABE, The Multilingual Educator Conference Edition, 27–29. 10.15365/ceel.article.2020.1