Alison Haas
Biographic Data
| ID | 4636533 |
|---|---|
| NAME | Alison Haas |
| GIVEN NAMES | Alison |
| FAMILY NAME | Haas |
| SIGNATURE | HAAS A |
| AFFILIATIONS | Department of Teaching and Learning New York University New York New York USA |
| ORCID | 0000-0002-8545-7346 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
Contemporary science instruction guided by the Next Generation Science Standards (NGSS) requires instructional shifts, driving an urgent need for curriculum‐based professional development (PD). This urgency is compounded by the growing population of multilingual learners (MLs), necessitating PD that effectively integrates science and language learning. While NGSS‐based PD programs are emerging, few studies have examined the impacts of such progra…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
Teacher professional development programs integrating science and language with multilingual learners
As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for P…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessm…
Teacher professional development programs integrating science and language with multilingual learners
As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for P…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science an…
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
Contemporary science instruction guided by the Next Generation Science Standards (NGSS) requires instructional shifts, driving an urgent need for curriculum‐based professional development (PD). This urgency is compounded by the growing population of multilingual learners (MLs), necessitating PD that effectively integrates science and language learning. While NGSS‐based PD programs are emerging, few studies have examined the impacts of such progra…
Mathematics education (4 works) · Psychology (4 works) · Science education (4 works) · Next Generation Science Standards (3 works) · Science Education and Pedagogy (3 works) · Teaching method (3 works) · Computer Science (2 works) · Educational Strategies and Epistemologies (2 works) · Medical education (2 works) · Medicine (2 works)