The Blended Project is a professional development program which seeks to develop the skills of both the teachers and students of the Urban Unified School District (UUSD) by putting into place a unique science and English Language Development (ELD) blended program. This research study explores the perspectives of teachers, principals, and professional development providers regarding the Blended Project over a two year period. It examines participants' perceptions of the supports and barriers associated with teaching science and ELD as a blend. The findings of this study suggest that perceived supports occur at four levels: the teacher level, the school level, the project level, and the student level. Barriers were technical, political, or cultural in nature. These perceived supports and barriers have great implications for those involved in the Blended Project as well as those who provide professional development to teachers.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/03M, Masters Abstracts International|
|Subjects:||English as a Second Language, Science education|
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