Abstract
The author developed an evaluation instrument for elementary school administrators to promote constructivist teaching of elementary science for English learners. Classroom observations were conducted in 5th-grade classrooms of Hispanic and Filipino English learners in a multicultural school district in the Southern San Joaquin Valley of California. The repeated use of the instrument within the clinical supervision model resulted in increased frequency of ELD/SDAIE (English language development/specially designed academic instruction in English) methods and constructivist strategies in the elementary science classroom.
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