Jeanpierre, B: Language of Poverty Strategies

How does a K 12 science teacher effectively teach science in the elementary classroom especially to disadvantaged learners? How to support teachers who implement curriculum and instructional changes that address academic needs of urban disadvantaged students is fertile ground for science education reform research. This topic is multi-faceted and complex. As educators examine changes in curricula and instructional strategies, it is imperative that concerted effort is directed towards developing teaching and learning models that meet the academic needs of urban disadvantaged learners. This study reports the results of school-based staff development models used at three urban elementary schools that had liaison teachers assisting classroom teachers in implementing instructional strategies in science teaching from Language of Poverty a curriculum framework ed to address the academics needs of disadvantaged students. The analysis of this thorough case study uncovers insights into the challenges affecting disadvantaged students and science teaching in urban settings. It is especially useful for K 12 teachers, teacher s aids, and other professionals in the Education field.