In this report, the authors describe a model professional development intervention for supporting third- through fifth- grade teachers' science instruction in urban elementary schools with high numbers of ELLs. The intervention consisted of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. Secondary goals included supporting teachers' and students' mathematical understanding, improving teachers' and students' scientific reasoning, capitalizing on students' home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.
Buxton, C., Lee, O., & Santau, A. (In press). Promoting science among English language learners: Professional development for today's culturally and linguistically diverse classrooms. Journal of Science Teacher Education.