TY  - JOUR
A1  - Heppt, Birgit
A1  - Henschel, Sofie
A1  - Hardy, Ilonca
A1  - Hettmannsperger-Lippolt, Rosa
A1  - Gabler, Katrin
A1  - Sontag, Christine
A1  - Mannel, Susanne
A1  - Stanat, Petra
T1  - Professional development for language support in science classrooms: evaluating effects for elementary school teachers
T2  - Teaching and teacher education
N2  - We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-support skills and, to a lesser extent, on language support activities in classroom teaching. All teachers gained pedagogical content knowledge and self-efficacy for teaching elementary school science, thus pointing to the effectiveness of the PD.
KW  - Professional development
KW  - Language support
KW  - Elementary school
KW  - Science education
Y1  - 2021
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/78481
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-784814
SN  - 0742-051X
VL  - 109.2022
IS  - 103518
PB  - Elsevier
CY  - Amsterdam
ER  -