Collaborative Online Projects for ELL Students (COPELLS)

ELL 学生在线合作项目 (COPELLS)

• 批准号: 0918832
• 负责人: Carolyn Knox
• 金额: $ 118.24万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918832&HistoricalAwards=false
• 关键词: Collaborative; Online; Projects; ELL; Students

The purpose of this R&D project is to study the feasibility of culturally and linguistically sensitive science instructional materials with middle-school level Spanish-speaking English language learners (ELLs) in Oregon. The project is a collaborative effort between the University of Oregon's National Center for Supported Electronic Text and the Center for Advanced Technology in Education (CATE), in partnership with the Latin-American Institute for Educational Communication (ILCE, Spanish acronym) in Mexico; it aims at selecting, translating into English, enhancing, and evaluating the use of ILCE-produced instructional materials. ILCE's materials consist of a series of Collaborative Online Projects (COPs) in Spanish, available through "Red Escolar" with headquarters in Mexico as well. COPs are 5-6-week duration technology-enhanced instructional modules. Generally, they consist of one study unit containing four to five lessons on specific science topics designed to enhance understanding of key science concepts and skills. Modification and development of COPs will be based on a cognitive-affective theory of multimedia learning that founds itself on dual-coding theory, cognitive-load theory, and constructivist learning theory. Enhanced bilingual versions of COPs will be aligned with the Oregon Science Standards and the National Science Education Standards (NRC, 1996). These COPs will include support resources, such as interactive online reading through e-text, audio and video explanations of fundamental scientific vocabulary, illustrations (e.g., images, videos, games), access to an online bilingual dictionary, text-to-speech software that enables all words to be read out loud, and links between the two language versions. In addition, the project aims at developing accompanying teacher guides to ensure their understanding of the science content and instructional strategies.The project will adopt a designed-based research approach to the redesign, testing, refinement, and evaluation of COPs focused on the interaction between teachers, students, and materials with a functional, evidence-based intervention as one of the outcomes of the process. The main assumption of the proposed scope of work is that adapting quality science materials already in use by Mexican science teachers and students may be an efficient way to develop and deliver culturally relevant materials to the linguistically diverse population of ELLs in Oregon. The project will investigate the following research questions: (1)Do COPs facilitate science content learning, scientific attitudes, and second-language development? (2) What factors influence students' effective use of COPs? (3) Are teachers and students motivated to use the COPs in the future? The research design consists of two stages. The first stage--already completed--is informed exploration through which the research team identified and described the problem and assessed needs, conducted a comprehensive literature review, developed appropriate theoretical constructs, and characterized the audience. The second stage is a three-step enactment process: (a) selection and redesign by which a team of scientists, science educators, Oregon Department of Education content specialists, science multimedia experts, and science teachers will identify three COPs, translate them into English, and post them for in-house testing and refinement; (b) conduct case studies to gather and interpret data from classroom observations, logs of students' questions and comments, assessment of students' scientific knowledge gains, and students' and teachers' satisfaction and engagement; and (c) implement a feasibility study in three Oregon school districts, including eight science teachers, and 160 secondary school Spanish-speaking ELLs (20 students/teacher). Qualitative and statistical data gathering and interpretation strategies will be employed. Project feasibility measures include (a) students' learned science concepts using a single-condition pre-test-posttest design, (b) English and Spanish academic language proficiency growth; and (c) teachers' and students' use of technology in science classrooms, satisfaction, engagement, and attitudes. Major project outcomes consist of three COPs aligned with state and national science standards designed to enhance understanding of the science content and support bilingual literacy acquisition; and research-informed data on the usability of the instructional units. Project evaluation includes both formative and summative components, an external evaluator, an advisory board, and a science review committee. Posting COPs on the CATE's website, journal articles, and presentations at major regional and national conferences are the main dissemination activities.

这个研发项目的目的是研究在俄勒冈州的中学水平讲西班牙语的英语学习者（ELLs）的文化和语言敏感的科学教学材料的可行性。该项目是俄勒冈州大学国家电子文本支持中心和教育先进技术中心（CATE）与墨西哥拉丁美洲教育交流研究所（ILCE，西班牙语首字母缩写）合作开展的一项工作;其目的是选择、翻译成英文、加强和评估ILCE制作的教学材料的使用。ILCE的材料包括一系列西班牙语的在线合作项目，也可通过总部设在墨西哥的“Red Escolar”获得。COPs是为期5-6周的技术增强型教学模块。一般来说，它们包括一个学习单元，包含四到五个关于特定科学主题的课程，旨在加强对关键科学概念和技能的理解。COPs的修改和发展将基于多媒体学习的认知情感理论，该理论建立在双重编码理论、认知负荷理论和建构主义学习理论的基础上。加强双语版的COPs将与俄勒冈州科学标准和国家科学教育标准（NRC，1996年）保持一致。这些COP将包括支持资源，例如通过电子文本进行的互动式在线阅读、基本科学词汇的音频和视频解释、插图（例如，这些工具包括：在线双语词典、文本语音转换软件（可将所有单词大声朗读）以及两种语言版本之间的链接。此外，该项目还旨在制定教师指导，以确保他们了解科学内容和教学策略。该项目将采用基于设计的研究方法，对COPs进行重新设计，测试，改进和评估，重点关注教师，学生和材料之间的互动，并将功能性，基于证据的干预作为该过程的成果之一。拟议的工作范围的主要假设是，适应质量科学材料已经在使用墨西哥科学教师和学生可能是一种有效的方式来开发和提供文化相关的材料，以语言多样的人口在俄勒冈州的ELL。本研究将探讨以下研究问题：（1）合作项目是否促进科学内容的学习，科学态度和第二语言的发展？(2)哪些因素影响学生有效使用COPs？(3)教师和学生是否有动机在未来使用COPs？研究设计分为两个阶段。第一阶段-已经完成-是知情的探索，研究小组通过这一阶段确定和描述问题，评估需求，进行全面的文献审查，制定适当的理论构想，并确定受众的特点。第二阶段是一个分三个步骤的颁布过程：（a）选择和重新设计，由科学家、科学教育工作者、俄勒冈州教育部内容专家、科学多媒体专家和科学教师组成的一个小组将确定三个COP，将其翻译成英文，并张贴供内部测试和改进;（B）进行个案研究，以收集和解释来自课堂观察、学生提问和评论记录、学生科学知识收获评估以及学生和教师满意度和参与度的数据;以及（c）在俄勒冈州的三个学区进行可行性研究，包括八名科学教师和160名讲西班牙语的中学英语学习者（20名学生/教师）。将采用定性和统计数据收集和解释战略。项目可行性措施包括：（a）采用单一条件前后测设计的学生所学科学概念;（B）英语和西班牙语学术语言能力的提高;（c）教师和学生在科学课堂上使用技术的情况、满意度、参与度和态度。主要项目成果包括三个符合州和国家科学标准的COP，旨在加强对科学内容的理解并支持双语识字能力的获得;以及关于教学单元可用性的研究信息数据。项目评估包括形成性和总结性部分、外部评估员、咨询委员会和科学审查委员会。主要的传播活动是在该委员会的网站上张贴缔约方会议的报告、在期刊上发表文章以及在主要的区域和国家会议上发表演讲。