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dc.contributor.authorSchumacher, Richard
dc.description1 online resource (i,130 pages) : color illustrations.en_US
dc.description.abstractThe following is a Master's of Science in Education curriculum project. The problem this Master's project addresses concerns the lack of culturally relevant, linguistically supportive, curriculum for English language learners (ELLs) in science instruction. The project implemented Funds of Knowledge theory (Gonzalez, Moll, & Amanti, 2005). The candidate collected information on the everyday lives of ELLs and their families; this information to create lesson content in Science. The project was implemented in two phases. First, the candidate interviewed a family from Mexico that consisted of five children and two parental figures. The interview was divided among the different family members, in order to obtain perspective from multiple individuals. The recording of the interview was then synthesized into a table of themes. In the second phase, the candidate created a mini-unit of 5 science lessons for ELLs, based on the results of the interviews. [from abstract]en_US
dc.publisherState University of New York College at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectHispanic Americans---Education---New York (State)---Dunkirk---Case studiesen_US
dc.subjectScience---Study and teaching (Secondary)---New York (State)---Chautauqua County.en_US
dc.subjectEnglish language---Study and teaching (Secondary)---Foreign speakers.en_US
dc.titleUsing funds of knowledge to design inquiry based Science lessonsen_US
dc.title.alternativea curriculum projecten_US
dc.description.institutionSUNY at Fredonia

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