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）建议有效的科学教学英语学习者（ESTELL）：一个职前教师专业发展研究项目在加州三所大学提交审议的一个完整的研究和发展项目的前沿挑战链？确保所有学生都有机会学习STEM内容。项目调查人员将对ESTELL小学教师教育的影响进行实验设计研究，旨在为新手教师向英语学习者（ELL）教授科学做好准备，并对项目实施进行定性研究。ESTELL项目建立在两个领域的先前研究的基础上：探究科学，语言和识字实践的整合;以及CREDE有效教学法五项标准，其中确定了一套与提高ELL成绩相关的共同教学实践。该项目将使这一方法适用于教师职前准备。职前教师教育的ESTELL模式将被整合到教师准备和上岗的每个阶段，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前两年的教学。研究者将集中在三个研究问题：（1）ESTELL教师教育计划对新手教师的信念和实践有什么影响？(2)程序毕业生使用ESTELL与4 - 5年级学生的科学成绩之间的关系是什么？以及（3）ESTELL计划对参与科学方法的教师、教师督导和合作教师的信念和实践有何影响？

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?