CAREER: Mathematics Instruction for English Language Learners (MI-ELL)

职业：英语学习者数学教学 (MI-ELL)

• 批准号: 1055067
• 负责人: Maria Sorto
• 金额: $ 67.85万
• 依托单位: Texas State University - San Marcos
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-15 至 2018-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1055067&HistoricalAwards=false
• 关键词: CAREER; Mathematics; Instruction; English; Language

This study is investigating the classroom factors and teacher characteristics that contribute to Latino English Language Learners' (ELL) gains in mathematics learning in the eighth grade. Researchers are collaborating with two school districts in Texas to investigate teaching practices. The project includes professional development that incorporates successful strategies found from their investigations. In addition to looking for key characteristics that influence mathematics learning, the researchers are measuring teachers' knowledge of mathematics for teaching, quality of instruction, and knowledge about English learners. The research design of the five-year study is a two-level cluster design in which students are nested within teachers. The goal is to predict English Language Learners' gains in mathematics achievement on standardized tests from the resources used by teachers. Measures of teacher knowledge include the Learning Mathematics for Teaching instrument, TExES Bilingual Education Supplemental 4-8 Representative Exam, and the Quality of Mathematics Instruction instrument. Variables and their interactions are analyzed to understand their relationship with student achievement. The evaluation plan involves both formative and summative components related to conducting the research and offering the associated professional development. The educational plan includes implementing a Mathematics Bilingual Institute that offers practicing teachers a professional development focused on successful classroom practices. This project has the potential to help educators throughout the United States understand the best practices that promote mathematical learning for Latino ELL students. It can help us understand teacher characteristics that contribute to student learning and ways to help teachers develop those characteristics.

本研究旨在探讨影响拉丁裔英语学习者(ELL)八年级数学学习成绩的课堂因素和教师特征。研究人员正在与德克萨斯州的两个学区合作调查教学实践。该项目包括专业发展，纳入了从他们的调查中发现的成功战略。除了寻找影响数学学习的关键特征外，研究人员还测量了教师的数学教学知识、教学质量和关于英语学习者的知识。这项为期五年的研究设计是一个两级集群设计，其中学生嵌套在教师内部。其目的是从教师使用的资源中预测英语学习者在标准化测试中的数学成绩。教师知识的测量包括数学教具学习、教材双语教学补考4-8级代表性考试、数学教具质量。分析了变量及其交互作用，以了解它们与学生成绩的关系。评估计划包括与开展研究和提供相关专业发展相关的形成性和总结性部分。教育计划包括实施数学双语学院，为实习教师提供专注于成功课堂实践的专业发展。该项目有可能帮助全美的教育工作者了解促进拉丁裔ELL学生数学学习的最佳实践。它可以帮助我们了解有助于学生学习的教师特征，以及帮助教师发展这些特征的方法。