R&D: The Role of Educative Curriculum Materials in Supporting Science Teaching Practices with English Language Learners

教育课程材料在支持英语学习者科学教学实践中的作用的发现研究K-12首席研究员：杰奎琳巴伯，劳伦斯科学大厅共同首席研究员：马可安东尼奥布拉沃，旧金山弗朗西斯科州立大学共同首席研究员：琼娜库利科维奇，宾夕法尼亚州立大学课程开发人员和研究人员从加州大学伯克利分校？劳伦斯科学馆与旧金山弗朗西斯科州立大学的英语语言发展研究人员和宾夕法尼亚州立大学的定量研究人员合作，提出了一个为期4年的全面研究和开发项目，重点是前沿挑战A：如何确保所有学生都有机会学习重要的STEM内容？DRK 12项目的目的是：（1）确定旨在支持教师学习和学生学习的课程材料是否（称为教育课程材料）对教师的知识、态度和教学实践有积极影响，如果有，教师最重视和使用哪些教育元素;（2）确定教育课程材料在多大程度上帮助了有或没有教学经验的英语教师，以及教学经验水平与教师知识、态度和教学实践的关系;（3）确定教育课程要素在高实施环境中对ELL学生的影响？科学知识和态度，提高英语水平;以及（4）创建和传播一份技术报告，描述被证明在帮助教师满足英语学习者需求方面最有效的教育功能的概况。所使用的教育课程材料的实例将是来自NSF资助的科学种子/加州大学伯克利分校联合开发的2-5年级阅读之根计划？劳伦斯科学馆和教育研究生院。内置于科学的种子/阅读教师的根源？的指南是即时的教育特色，旨在支援教师学习。建议的研究将分两个阶段进行。第一阶段的目标是提供一个机会，以加强学生的措施，让60名教师有机会获得经验，在实施单位和使用教育课程元素，并允许程序研究人员确定最高的实施设置更有针对性的研究。在第二阶段，我们将集中研究20名教师谁是教育课程元素的高度执行者，以回答我们的问题，教育课程材料是否以及如何支持教师在满足英语学习者的教学需要。数据将使用定量和定性的方法进行分析，包括增长曲线分析和扎根理论。拟议研究的智力价值将是推进知识和理解：（1）精心设计的教育课程材料的潜力，作为一个重要组成部分的教师专业学习图片;（2）如何提高教师？这项研究的更广泛影响将是：（1）使英语学习者能够获得更深入的STEM内容;（2）收集证据，帮助制定课程材料的新标准，以便他们经常提供教师所需的帮助，以满足日益多样化的语言群体的需求;（3）提供一个教师知识的测量工具。

The Role of Educative Curriculum Materialsin Supporting Science Teaching Practices with English Language LearnersSubmitted to NSF?s Discovery Research K-12Principal Investigator: Jacqueline Barber, Lawrence Hall of ScienceCo-Principal Investigator: Marco Antonio Bravo, San Francisco State UniversityCo-Principal Investigator: Jonna Kulikowich, Penn State UniversityCurriculum developers and researchers from the University of California, Berkeley?s Lawrence Hall of Science, in collaboration with English language development researchers from San Francisco State University and quantitative researchers from Penn State University, propose a 4-year, full research and development project, focused on Frontier Challenge A: How can all students be assured the opportunity to learn significant STEM content?The proposed DRK12 project aims to: (1) determine whether curriculum materials that are designed to support teacher learning, as well as student learning (known as educative curriculum materials) have positive impacts on teacher knowledge, attitudes, and instructional practices, and if so, which educative elements teachers value and use most; (2) determine to what degree educative curriculum materials help teachers who have more and less experience teaching English language learners and how level of teaching experience relates to teacher knowledge, attitudes, and instructional practices; (3) determine the effects of the educative curriculum elements in high implementation settings on ELL students? knowledge and attitudes in science, and developing English proficiency; and (4) create and disseminate a technical report that characterizes the profile of educative features that were demonstrated to be most powerful in assisting teachers in meeting the needs of English language learners.The instantiation of educative curriculum materials used will be a fifth grade curriculum unit from the NSF-funded Seeds of Science/Roots of Reading program for Grades 2-5, jointly developed by the University of California, Berkeley?s Lawrence Hall of Science and Graduate School of Education. Built into the Seeds of Science/Roots of Reading teacher?s guides are just-in-time educative features, designed to support teacher learning.The proposed study will proceed in two phases. The goal of Phase One is to provide an opportunity to strengthen student measures, to give 60 teachers an opportunity to gain experience in implementing the unit and using the educative curriculum elements, and to allow program researchers to identify the highest implementation settings for a more focused study. In Phase Two, we will focus the study on 20 teachers who were high implementers of the educative curriculum elements in order to answer our questions about whether and how educative curriculum materials can support teachers in meeting the instructional needs of English language learners. Data will be analyzed using quantitative and qualitative approaches, including growth curve analysis and grounded theory.The intellectual merit of the proposed study will be to advance knowledge and understanding of: (1) the potential of well-designed educative curriculum materials to serve as an important part of the teacher professional learning picture; and (2) ways to enhance teachers? capabilities for working with a diverse student population.The broader impact of the proposed study will be to: (1) make deeper STEM content accessible to English language learners; (2) gather evidence to help set a new standard for curriculum materials so they routinely provide the assistance teachers require to meet the needs of an increasingly linguistically-diverse populace; and (3) contribute a teacher knowledge measure to the field.