Fall 12-2-2015



Degree Name


Primary Advisor/Dissertation Chair

Ann Mabbott

Secondary Advisor/Reader One

Emily Burt

Peer-Reviewer/Reader Two

Laurie Sutton


The number of elementary STEM schools has risen dramatically in the last decade. The national government has identified goals for preparing learners for the workforce in the STEM areas, while also decreasing the achievement gap between white students and their non-white peers. This research paper seeks to answer three central questions: 1) How can these various STEM disciplines be integrated in an effective and meaningful manner to improve both academic language and content area knowledge of English Learners? 2) What lesson design format best prepares teachers to implement a project-based or integrated curriculum? 3) How can partnerships between higher education and K-12 public schools enrich students’ learning and promote authentic scientific inquiry? A unit on local water quality is provided as an example of curriculum integration to benefit English learners. The unit uses a modified backward design template that more clearly draws connections between content and language objectives.

Research Methodology

Curriculum Development, Document Studies, Program Evaluation


ESL/ ELLs, Interdisciplinary Teaching, Science, STEM

Included in

Education Commons