Impact of the Understanding Science Professional Development Model on Science Achievement of English Language Learner Students

This study is designed to examine whether one teacher professional development program in middle school physical science, WestEd's Understanding Science Program, improves teachers' content knowledge in the topic “force and motion,” their instructional strategies and confidence in teaching it, and in turn grade 8 students' content knowledge in force and motion and performance on California's standardized science test. Of particular interest in the study is the impact of the program on the performance of English language learner students—24.7 percent of the K–12 student population in California (California Department of Education 2009). The program emphasizes inquiry-based instruction practices that depend less on English proficiency, textbook knowledge, and direct instruction. Its model emphasizes activities that provide opportunities for developing English and academic language proficiency. For example, collaborative, small-group work allows students to develop English proficiency through authentic communication about science knowledge (Lee 2002; Lee and Fradd 2001; Rosebery, Warren, and Conant 1992). Because the courses are designed to help teachers support discussion in science—to make sense of the content and help students develop academic language proficiency—the program might especially benefit the science performance of English language learner students.

The study examines the following research questions: What is the impact of the Understanding Science professional development sessions on teachers' knowledge of force and motion and their confidence in teaching it? And what is its impact on teachers' strategies for developing students' understanding of science, revealing student ideas about science, and supporting English language learner students' science learning? What is the impact of the Understanding Science professional development sessions on students'—especially English language learner students'—content knowledge in force and motion and their performance on California's standardized science test?