Publication Date
1-1-2006
Document Type
Article
Abstract
The University of Texas at El Paso’s field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, critical pedagogy and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of community service learning. Parents, students and future teachers interact in workshops that center on validating native language literacy, increasing parental involvement and providing conceptually correct science education. The project indicates that two-way dual language programs with a strong parental engagement component can help improve educational outcomes for ELLs and immigrant children in science education.
Publication Title
APS News
Volume
1
Issue
1
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons
