Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners

This report focuses on a 5-year professional development intervention designed to promote elementary teachers' knowledge, beliefs, and practices in teaching science, along with English language and mathematics for ELL students in urban schools. Researchers used an end-of-year questionnaire as a primary data source to seek teachers' perspectives on interventions during the first year of implementation, including curriculum materials and teacher workshops.