This effectiveness study focuses on the scale-up of a model of curricular and teacher professional development intervention aimed at improving science achievement of all students, especially English language learners (ELLs). The model consists of three basic components: (a) inquiry-oriented science curriculum, (b) teacher professional development for science instruction with these students, and (c) school resources for science instruction.
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Postdoctoral Associate, Science Educator
About Me (Bio):
Laurie Callihan is a postdoctoral associate for the Promoting Science among English Language Learners (P-SELL) Scale-Up project in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include diversity, equity, and teacher professional development in science education. She was a 2009 University Fellow of Florida State University for the School of Teacher Education. She has fifteen years of classroom science teaching experience with expertise in diverse classroom settings. She is the author of a variety of curricula, books, and academic materials in the K-20 science venue. Her experiences also include speaking on issues of education and the family at educational conferences in the U.S., Canada, and Mexico.