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

探索研究K-12 （DR-K12）提案英语学习者有效的科学教学（ESTELL）：横跨加州三所大学的职前教师专业发展研究项目已提交考虑，以作为前沿挑战Strand的全面研究和开发项目。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，该教育旨在培养新手教师向英语学习者（ELL）教授科学，并对计划实施进行定性研究。ESTELL项目建立在两个领域的先前研究基础之上：探究科学、语言和读写实践的整合；以及有效教学法的CREDE五大标准，这些标准确定了一套与提高英语学习成绩相关的通用教学实践。本项目将把这种方法应用于职前教师的准备工作。ESTELL的职前教师教育模式将被整合到教师准备和入职的每一个阶段，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。研究人员将重点关注三个研究问题：(1)ESTELL教师教育计划对新教师信念和实践的影响是什么？(2)项目毕业生使用ESTELL与4 -5年级学生的科学成绩之间的关系是什么？(3) ESTELL项目对参与的科学方法教师、教师主管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?