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Online Professional Learning for Science Teachers of Multilingual Learners

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Science Teacher Preparation in Content-Based Second Language Acquisition

Part of the book series: ASTE Series in Science Education ((ASTE))

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Abstract

In this chapter, an approach to professional learning for content teachers of multilingual students is presented that is grounded in teachers collaboratively engaging in an online instructional cycle. It includes exploring new concepts, apply new teaching strategies to their classrooms and sharing their results. The approach is presented with specific examples of activities offered online for science teachers working with multilingual learners. This chapter also presents teachers responses to the online learning experiences and future directions of this kind of collaborative, online professional learning.

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Notes

  1. 1.

    eCALLMS is a National Professional Development grant from the federal Office of English Language Acquisition, award #T365Z110177.

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Authors and Affiliations

  1. University of Colorado Denver, Denver, CO, 80204, USA

    Kara Mitchell Viesca, Elizabeth Mahon & Christopher D. Carson

Authors
  1. Kara Mitchell Viesca
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  2. Elizabeth Mahon
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  3. Christopher D. Carson
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The eCALLMS Team

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Correspondence to Kara Mitchell Viesca .

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Editors and Affiliations

  1. State University of New York at Albany, Albany, New York, USA

    Alandeom W. Oliveira

  2. Texas Christian University, Fort Worth, Texas, USA

    Molly H. Weinburgh

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Viesca, K.M., Mahon, E., Carson, C.D., The eCALLMS Team. (2017). Online Professional Learning for Science Teachers of Multilingual Learners. In: Oliveira, A., Weinburgh, M. (eds) Science Teacher Preparation in Content-Based Second Language Acquisition. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43516-9_7

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  • DOI: https://doi.org/10.1007/978-3-319-43516-9_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-43514-5

  • Online ISBN: 978-3-319-43516-9

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