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The NCELA Teaching Practice Brief Effective instructional practices, examples, and practice shifts for science and engineering teachers highlights promising practices related to science and engineering instruction for educators and other staff who support Engli

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).

English learners (ELs) are among the fastest-growing population in U.S. schools and comprise 9 percent of all students in grades PreK-12 nationwide (U.S. Department of Education, 2018).

This is the first publication in a series of briefs that are designed to highlight promising practices for educators and other staff who support English learners (ELs) and their families with English language acquisition and the maintenance of native languages.

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