Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing a Professional Development System

该项目是罗格斯大学国家早期教育研究所（NIEER）、珀斯安博伊公立学校、伊丽莎白公立学校、长分支公立学校和开放思想有限责任公司的合作努力，其总体目标是提高双语学习者（DLL）进入幼儿园的准备程度。 基于研究表明，非常年轻的学习者可以完成比我们预期的更多的事情，并且基于探究的科学课程和扫盲课程是相互支持的，特别是对于英语学习者，该项目正在设计，实施，并对48名3、4年制教师的工作坊效果进行了研究，该项目将监测教师在多大程度上采用和实施建议的教学方法，以及专业发展经验对他们的态度和知识的影响。 这些数据将提供有关专业发展模式的三个问题的初步答案：1）PD经验是否增强了教师的知识和围绕数学和科学的课堂互动？2)它是否加强了对双语学习者的课堂支持？3）PD经验是否产生结果，证实数学和科学经验可以促进，而不是减损，语言发展和识字学习的所有学生？该项目的主要成果将是深入了解综合数学，科学和识字教学对幼儿的影响，并可能成为鼓励这种内容整合的教师专业发展模式。

This project is a collaborative effort of the National Institute for Early Education Research (NIEER) at Rutgers University, Perth Amboy Public Schools, Elizabeth Public Schools, Long Branch Public Schools, and Open Minds, LLC with the overarching goal of improving the readiness of dual language learners (DLL) for kindergarten. Based on research indicating that very young learners can accomplish more than we have expected of them and that inquiry-based science programs and literacy programs are mutually supportive, especially for English language learners, the project is designing, implementing, and studying the effects of workshops for 48 teachers of 3 and 4 year-olds in three urban school districts.The project will monitor the extent to which teachers adopt and implement recommended instructional approaches and the impacts of the professional development experience on their attitudes and knowledge. The data will provide preliminary answers to three questions about the professional development model: 1) Does the PD experience enhance teacher knowledge and classroom interactions around mathematics and science? 2) Does it enhance classroom supports for dual language learners? and 3) Does the PD experience produce results confirming that math and science experiences can contribute to, rather than detract from, language development and literacy learning for all students?The key outcomes of the project will be insights into the effects of integrated mathematics, science, and literacy instruction for very young children and, potentially a model for teacher professional development that encourages such content integration.