This project will engage science teachers in a sustained professional development (PD) program embedded in an afterschool science program designed for a linguistically diverse group of English learners (ELs).
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Ryu, M. (2019). Mixing languages for science learning and participation: an examination of Korean-English bilingual learners in an after-school science-learning programme, International Journal of Science Education, 41(10), 1303-1323.
- Ryu, M. & Sikorski, T.-R. (2019). Tracking a learner’s verbal participation in science over time: Analysis of talk features within a social context. Science Education, 103, 561-589.
- Ryu, M., Tuvilla, M. R. S. (G), & Wright, C. E. (G) (2019). Resettled Burmese refugee youth’s identity work in an afterschool STEM learning setting. Journal of Research in Childhood Education, 33(1), 84-97.
- Science teaching and learning in linguistically super-diverse classrooms (in progress). To be included in International Handbook of Research on Multicultural Science Education.*