Instructional Intervention to Promote Science and Literacy for Linguistically Diverse Elementary Students

促进语言多样化小学生科学和素养的教学干预

• 批准号: 0089231
• 负责人: Okhee Lee
• 金额: $ 250万
• 依托单位: University of Miami
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-10-01 至 2005-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0089231&HistoricalAwards=false
• 关键词: Instructional; Intervention; Promote; Science; Literacy

The goal of this research is promoting science learning, particularly focusing on science inquiry, and literacy development for linguistically diverse as well as mainstream students. The research addresses the following questions: What are developmental trajectories in conducting science inquiry by linguistically diverse elementary students? What is the process of instructional intervention as teachers provide effective scaffolding on the nature of science and literacy with students' language and cultural experiences and the teacher explicit to student exploratory continuum? What is the impact of the instructional intervention on teacher change and student achievement over time that can be sustainable and scalable across diverse groups of students and teachers? How do state and district policies influence the implementation of the intervention? What are similarities and differences in the process and impact between two intervention conditions: (a) design experiments and (b) focused intervention?This 4-year research will be conducted at two sites, Miami-Dade County Public Schools in Florida, the nation's fourth largest school district and San Francisco Unified School District in California. The research will involve grades 3, 4, and 5 elementary students at 6 elementary schools representing diverse ethnolinguistic backgrounds in each district. The research will include a total of 12 elementary schools, about 150 teachers, and about 4,500 students each year. Teachers will receive support for professional development in science and literacy instruction as well as diversity in language and culture. Instruction will focus on two units at each grade level, including the topics of measurement, states of matter, the water cycle, weather, the solar system, and heat energy. A key aspect is a longitudinal design with cohorts of teachers and students. Data collection will involve multiple sources across schools, teachers, and students. Patterns of change in teachers' knowledge, beliefs, and practices, as well as student achievement, will be analyzed.

这项研究的目标是促进科学学习，特别是注重科学探究，以及语言多样性和主流学生的识字发展。本研究针对以下问题：什么是发展轨迹进行科学探究的语言不同的小学生？当教师为学生的语言和文化经验提供关于科学和识字的本质的有效支架时，教师对学生探索连续体的明确指导是什么过程？随着时间的推移，教学干预对教师变化和学生成绩的影响是什么？这种影响在不同的学生和教师群体中是可持续和可扩展的？州和地区政策如何影响干预措施的实施？两种干预条件：（a）设计性实验和（B）重点干预在过程和影响上有何异同？这项为期4年的研究将在两个地点进行，一个是美国第四大学区佛罗里达的迈阿密-戴德县公立学校，另一个是加州的旧金山弗朗西斯科联合学区。这项研究将涉及6所小学的3、4和5年级的小学生，他们代表了每个地区不同的民族语言背景。研究对象为12所小学、约150名教师、每年约4,500名学生。教师将获得科学和扫盲教学以及语言和文化多样性方面的专业发展支持。教学将集中在每个年级的两个单元，包括测量，物质状态，水循环，天气，太阳系和热能的主题。一个关键方面是教师和学生群体的纵向设计。数据收集将涉及学校，教师和学生的多个来源。教师的知识，信念和实践的变化模式，以及学生的成绩，将进行分析。