Effective Science Teaching for English Language Learners (ESTELL): A Pre-Service Teacher Professional Development Research Project Across Three Universities in California

发现研究K-12(DR-K12)提案英语学习者有效的科学教学(ESTELL)：一个跨越加州三所大学的职前教师专业发展研究项目被提交给前沿挑战链a？确保所有学生有机会学习STEM内容。项目调查人员将就ESTELL小学教师教育的影响进行实验设计研究，该教育旨在为新手教师向英语语言学习者(ELL)教授科学做准备，并对计划实施进行定性研究。ESTELL项目建立在两个领域先前研究的基础上：将探究性科学、语言和扫盲做法结合起来；以及有效教育学的五个信条标准，它确定了一套与提高英语学习成绩有关的共同教学做法。本项目将把这一方法应用于职前教师准备。职前教师教育的ESTELL模式将被整合到教师准备和入职的每个阶段，从学士学位后证书课程的科学教学方法课程，到学生教学的临床环境和教学的头两年。研究者将集中于三个研究问题：(1)ESTELL教师教育项目对新手教师的信念和实践有什么影响？(2)项目毕业生使用ESTELL课程与4-5年级学生的科学成就之间有什么关系？以及(3)ESTELL计划对参与的科学方法教师、教师导师和合作教师的信念和实践有什么影响？

The Discovery Research K-12 (DR-K12) proposal Effective Science Teaching for English Language Learners (ESTELL): A Pre-Service Teacher Professional Development Research Project Across Three Universities in California is submitted for consideration for a full research and development project in the Frontier Challenge Strand a ? assuring all students the opportunity to learn STEM content. Project investigators will conduct an experimental design study on the impact of an ESTELL elementary teacher education designed to prepare novice teachers to teach science to English Language Learner (ELL) and a qualitative study on program implementation. The ESTELL project builds on prior research in two areas: the integration of inquiry science, language and literacy practices; and the CREDE Five Standards for Effective Pedagogy which have identified a common set of teaching practices associated with increased achievement of ELL. This project will adapt this approach to pre-service teacher preparation. The ESTELL model of pre-service teacher education will be integrated into every stage of teacher preparation and induction from the science teaching methods courses in the post-baccalaureate credential programs, to the clinical setting of student teaching and the first two years of teaching. Researchers will focus on three research questions: (1) What is the impact of the ESTELL teacher education program on novice teachers beliefs and practice? (2) What is the relationship between the use of ESTELL by program graduates and the science achievement of 4th-5th grade students? and (3) What is the impact of the ESTELL program on the beliefs and practice of the participating science methods faculty, teacher supervisors and cooperating teachers?