Alexis Rutt
Biographic Data
| ID | 6511374 |
|---|---|
| NAME | Alexis Rutt |
| GIVEN NAMES | Alexis |
| FAMILY NAME | Rutt |
| SIGNATURE | RUTT A |
| AFFILIATIONS | Curriculum and Instruction, University of Virginia Charlottesville Virginia USA |
| ORCID | 0000-0002-3900-2762 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens
The increasing attention in science education reform documents to language and literacy, coupled with the growing linguistic diversity of United States classrooms, means that science teacher educators and researchers are facing an important task of preparing secondary science preservice teachers (PSTs) to teach a language‐ and literacy‐integrated form of science in linguistically diverse classrooms. Unfortunately, research in this field is in its…
Monolingual Momentum
Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from f…
Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms
The Next Generation Science Standards and increasing linguistic diversity of students in United States science classrooms require language‐focused science instruction for which many secondary science teachers are not prepared. To date, minimal research has addressed how to best support secondary science pre‐service teachers (PSTs) in teaching in linguistically diverse classrooms despite the fact that most PSTs will have the opportunity to teach e…
Preparing preservice teachers to teach science to english learners
Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and task‐related components for preparing PSTs to teach science to ELs, we systematically examined interventio…
How pre-service teachers construct Quad Text Sets for use in secondary classrooms
Monolingual Momentum
Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from f…
How pre-service teachers construct Quad Text Sets for use in secondary classrooms
Preparing preservice teachers to teach science to english learners
Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and task‐related components for preparing PSTs to teach science to ELs, we systematically examined interventio…
Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms
The Next Generation Science Standards and increasing linguistic diversity of students in United States science classrooms require language‐focused science instruction for which many secondary science teachers are not prepared. To date, minimal research has addressed how to best support secondary science pre‐service teachers (PSTs) in teaching in linguistically diverse classrooms despite the fact that most PSTs will have the opportunity to teach e…
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens
The increasing attention in science education reform documents to language and literacy, coupled with the growing linguistic diversity of United States classrooms, means that science teacher educators and researchers are facing an important task of preparing secondary science preservice teachers (PSTs) to teach a language‐ and literacy‐integrated form of science in linguistically diverse classrooms. Unfortunately, research in this field is in its…
Monolingual Momentum
Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students’ full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students’ multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from f…
Literacy (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Science education (4 works) · Sociology (4 works) · Teaching method (4 works) · Educator Training and Historical Pedagogy (3 works) · Scientific Literacy (3 works) · Computer Science (2 works)