Hod.Research Setting and Teacher Participants.The research was conducted in a large urban school district in the Southeast U.S.With a student population displaying a high level of linguistic and cultural diversity.During the 2004 - 2005, school year the ethnic makeup of the student population in.The school district was, 60% Hispanic 28% Black (including 7% Haitian according.To the district data on students" home language), 10% White Non-Hispanic and 2%,,Asian or Native American. Across the school district 72% of, elementary students.Participated in free or reduced price, lunch programs and 24% were designated as.Limited English proficient (LEP), the state "s term for ELL students in English to.Speakers of other languages (ESOL) programs.In late May 2004 elementary schools, were selected based on three criteria: (a).Percentage of ELL students (predominantly Spanish or Haitian Creole-speaking.Students) above the district average, (b) percentage of students on free and reduced.Price lunch programs above the, district average and (c) a minimum of 4 years.Getting school grades of C or D according to the state "s accountability plan. This.Plan which started, in the 1998 - 1999 school year assigns grades, of A B C,,,,, D andF to each school. In, other words we wanted to work with schools that were above.The district average in concentration of poverty and ELL students and academically.Low performing. We avoided working with so-called failing (or F) schools because.The district was focusing many resources and programs on those schools.Of the 206 elementary schools in, the district 33 schools met these criteria. Our.Letter of invitation was sent to the principals of these schools to ascertain their own.And their faculty "s interest in and commitment to a 5-year professional development.Intervention project. Of the, 33 schools 17 volunteered to participate. Shortly after.The, project commenced two schools withdrew for a, total of 15 schools participating.In the larger project.For our school-wide initiative we invited, every third - through fifth-grade teacher.In each of the 15 participating schools. Table 1 presents the demographic makeup of.The third - through fifth-grade students in these 15 schools. The students were.Predominantly Hispanic and Black (including many Haitian) from low SES.Backgrounds. Close to 40% of the students were currently in ESOL programs or had.Exited from ESOL programs within the previous 2 years.Table 2 presents the demographic makeup of the third - through fifth-grade.Teachers in the 15 participating schools. The majority of the teachers identified.Themselves as being from racial or ethnic, nonmainstream backgrounds which.Table 1 Student demographics in the 15 participating schools (n =, 5 577).Variables Demographic groups%.Ethnicity Hispanic 52.4.Black (including Haitian and Caribbean immigrants 43.5.)White Non-Hispanic 3.0.Asian. 2.Other. 9.Socioeconomic status (SES) Free and reduced price lunch programs 91.7.English language learners (ELL) ESOL levels 1 through 4 15.8.Exited from ESOL within 2 years 22.5.Exited from ESOL over 2 years or never in ESOL 61.7.Exceptional student education (ESE) Exceptional students (not including gifted students 12.9.)Science Teachers of English Language Learners 269.Reflected the overall teacher demographics of the school district. The, nearly 40 000.Teachers in the district consisted of 41%, Black Hispanic 34%, White 24% Non - Hispanic and 1%, Asian / Pacific, Islander. Approximately one-third of the teachers in.The research reported languages other than English as their native language. Almost.Half of the teachers reported graduate degrees beyond a bachelor s degree. Their. "Teaching experience ranged from 1 to, 40 years with an average of 12.5 years. They.Had been teaching at their current schools for an average of 9.1 years.Data Collection and Analysis.Instrument.A survey instrument was developed based on relevant literature our previous,,Research (Hart and Lee 2003; Lee et al. 2004), and extensive field-testing to develop.Scales during fall 2004. The instrument is unique in that: (a) it includes scales to.Table 2 Teacher demographics.In the 15 participating schools.(n = 221).A Multiple native languages.Could be selected.Variables Demographic groups%.Grade Third 39.4.Fourth 29.9.Fifth 23.5.Mixed 5.8.Missing response 1.4.Gender Male 14.0.Female 83.3.Missing response 2.7.Ethnicity Hispanic 43.9.Black Non-Hispanic 33.9.White Non-Hispanic 13.1.Haitian 3.2.Asian 1.8.Other 1.4.Missing response 2.7.Native Language (s) a English 64.7.Spanish 30.8.Haitian Creole 2.7.French 1.8.Missing response 5.4.Degrees Bachelor s 55.2. "Master s 38.5. "Specialist 4.5.Doctorate. 5.Other. 5.Missing response. 9.270 O. Lee et al.Measure latent constructs (see "" Appendix. "" "" and the Results section) rather than. ""Individual items, (b) it considers science instruction.
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