Resource Library

With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report.

STEM teacher educators are aware that they teach far more than content-specific methodology.

This article reports on findings from a multiyear implementation of the Learning Through Performance (LTP) in Middle School project. The LTP uses Project-Based Learning and Performance-Based Assessment approaches to teach the Next Generation Science Standards (NGSS).

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition.

The need for providing rigorous content in science while also supporting the language learning of ELs in secondary schools is addressed in this article. It describes an inquiry-based science curriculum based on principles of second language acquisition and geospatial learning.

The Next Generation Science Standards (NGSS) emphasize evaluating and using evidence in scientific argumentation to foster students' deeper understanding of science.

Abstract: In and outofschool time (OST) experiences are viewed as complementary in contributing to students' interest, engagement, and performance in science, technology, engineering, and mathematics (STEM).

: Project-based learning (PBL) and traditional teaching methods represent two opposing pedagogical philosophies. A PBL Biology lab course was designed and taught concurrently with its traditional counterpart to compare student success.

Abstract: This article seeks to make the case for the pursuit of a better explanation being a productive organizing framework for science teaching and learning.

This meta-analysis synthesizes the last two decades of experimental and quasiexperimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effect