The external evaluation of this project used custom-designed longitudinal questionnaires, secondary analysis of one-one-one interviews and teacher assessment data to explore how STELLER scholars developed in their understanding and implementation of supporting academic language in high school science classrooms.
Meir, V., Lee J. L., Aminger W., Carpenter, S. L., Hough S., Iveland A., Moon S., & Bianchini, J. A. (2017). Developing a practice-grounded understanding of academic language: An investigation of preservice science teachers. Paper presented at the Annual Meeting of the American Educational Research Association. April, 2017. San Antonio, Texas.
Roberts. S., Bianchini, J., Lee J. S., Hough, S., & Carpenter, S. (2016). Developing an adaptive disposition for supporting English language learners in science: A capstone science methods course, in A. Oliveira & M. Weinburgh, (Eds.) Science Teacher Preparation in Content-Based Language Acquisition. ASTE Monograph.