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1	Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
	Ganesan, Uma
	In: The Nebraska Educator: A Student-Led Journal (2021)
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2	Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
	Ganesan, Uma Maheshwari
	In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
	Abstract: English language learners (ELLs) are a talented pool of culturally and linguistically diverse students who are persistently increasing both in absolute size and percentage in the U.S. school population; however, they are underrepresented in science, technology, engineering, and mathematics (STEM) fields in college as well as in the workforce (National Academies of Sciences, Engineering, and Medicine, 2018). Although educational leaders, policy makers, and researchers have emphasized the importance of STEM for the country’s continued prosperity, both education and scientific communities have found it challenging to improve students’ participation in STEM fields (Martinez et al., 2011). Exploring science teachers’ experiences could aid in improving academic achievement of ELLs and promoting educational equity. The purpose of this transcendental phenomenological study is to explore and describe the lived experiences of science teachers of ELLs at a public high school in a large Midwestern city in the USA. Data will be collected from 5-10 science teachers of ELLs (or until data saturation is reached) using individual in-depth, semi-structured and focus group interviews. Data will be analyzed using MAXQDA to search for dominant themes. The findings and discussion will describe these themes, i.e., the overall essence of the phenomenon of teaching science to ELLs. Insights into teachers’ experiences will help educators, educational leaders, policy makers, and researchers to better understand methods to improve ELLs’ science outcomes. I will include potential limitations, implications, and possible areas for future research that could pave ways for increasing participation of ELLs in STEM fields and related careers.
	Keyword: 5E inquiry-based instructional model; and Historical Methodologies; and Multicultural Education; Bilingual; Comparative; English language learners; Higher Education and Teaching; Multicultural Psychology; Multilingual; NCCRS-S; NCLB; NGSS; Qualitative; Quantitative; Science and Mathematics Education; Science and Technology Studies; STEM education
	URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1127&context=teachlearnstudent https://digitalcommons.unl.edu/teachlearnstudent/118
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3	African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation
	Salih, Suweeyah S.
	In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019)
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4	Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
	Lance, Heidi Rachel. - : University of Southern California Digital Library (USC.DL), 2017
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5	Changes in Language Policy and Education in the U.S. after Crawford (1992) with an Emphasis on Bilingual Education in Public Schools ; Crawford (1992) 以降の米国言語事情—マイノリティ言語教育政策を中心に—
	柳澤, 順一; Yanagisawa, Junichi; ヤナギサワ, ジュンイチ. - : 高崎商科大学紀要, 2017
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6	Raising Student Achievement Through Programmatic Initiatives and Instructional Improvement
	Georgia, Philip S.
	In: Dissertations (2015)
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7	An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs
	Kitson, Christina. - : University of Kansas, 2015
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8	Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
	Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014
	In: Gage-Serio, Ondine Angelique. (2014). Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/5mz970cg (2014)
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9	Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
	Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014
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10	Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind
	Gage-Serio, Ondine Angelique. - : eScholarship, University of California, 2014
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11	Indiana
	Adams, Susan R.
	In: Scholarship and Professional Work – Education (2013)
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12	NCLB's effects on teachers' perceptions, satisfaction, and career intentions
	Scholz, Carrie L.. - 2013
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13	Multiple voices in a secondary English curriculum
	Holding, Elizabeth. - 2013
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14	A Foucauldian Analysis of NCLB: Student Data as Panoptic Surveillance
	King, Chris
	In: Educational Policy Studies Dissertations (2012)
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15	Ending the Bigotry of Low Expectations? No Child Left Behind and the Texas State Alternative Assessment for Students with Disabilities
	Lewis, Dale Lee. - 2012
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16	THE RELATOINSHIP BETWEEN TEACHER PERCEPTIONS OF AUTONOMY IN THE CLASSROOM AND STANDARDS BASED ACCOUNTABILITY REFORM
	Sparks, Dinah. - 2012
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17	Academic achievement outcomes of former English-language-learners in Texas
	Ren, Han. - 2011
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18	Imbalanced literacy? How a US national educational policy has affected English learners and their teachers
	Judy Sharkey
	In: Colombian Applied Linguistics Journal, Vol 0, Iss 11, Pp 48-62 (2011) (2011)
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19	Missing Messages: The Influences of Class and Culture on Educational Achievement in First Generation Immigrant Families
	Vega, Eric Jason. - : eScholarship, University of California, 2010
	In: Vega, Eric Jason. (2010). Missing Messages: The Influences of Class and Culture on Educational Achievement in First Generation Immigrant Families. UC Riverside: Sociology. Retrieved from: http://www.escholarship.org/uc/item/72t9n070 (2010)
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20	Missing Messages: The Influences of Class and Culture on Educational Achievement in First Generation Immigrant Families
	Vega, Eric Jason. - : eScholarship, University of California, 2010
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