Broadening Participation Reseach Grant: The Impact of Engagement, Capacity and Continuity in Preparing Elementary Education Pre-Service Teachers for Science Teaching.

扩大参与研究补助金:参与度、能力和连续性对基础教育职前教师科学教学准备的影响。

基本信息

  • 批准号:
    1238650
  • 负责人:
  • 金额:
    $ 31.44万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2012
  • 资助国家:
    美国
  • 起止时间:
    2012-09-01 至 2016-08-31
  • 项目状态:
    已结题

项目摘要

The Virginia State University HBCU-UP Broadening Participation Research in STEM Education project is entitled The Impact of Engagement, Capacity and Continuity in Preparing Elementary Education Pre-Service Teachers for Science Teaching. The proposed effort is a partnership between the School of Engineering, Science and Technology and the School of Education and is designed to use the Engagement, Capacity and Continuity (ECC) theory to determine the impact of the current elementary education program on preservice teachers' interest, motivation, and confidence to teach science. The objectives are (1) to examine and enhance innovative instructional practices for preservice elementary education students in order to increase their scholarly interest, awareness, and motivation to teach science; (2) to examine and enhance innovative instructional practices for preservice elementary students in order to increase their capacity as scholars; and (3) to examine the institution?s current systematic practices and underlying support systems for elementary preservice education teachers.Using the ECC Trilogy for Student Success as the conceptual framework, the study proposes to validate and expand the ECC model for determining the essential program components to prepare highly qualified and successful minority elementary preservice science teachers and to retain them in the profession. The model has been validated with pre-college populations but not with the targeted population for this study. The study builds on existing knowledge about the difficulties beginning teachers encounter when faced with the realities of teaching and how habits of mind can negatively impact K-6 science teaching and further acerbate the achievement gap. The aim is to produce new knowledge to predict the success of preservice teachers for science teaching. The study can potentially enhance the preparation of underrepresented preservice teachers and build capacity in the teaching and learning of science.
弗吉尼亚州立大学HBCU-UP在STEM教育项目中扩大参与研究的标题是参与,能力和连续性在准备小学教育职前教师科学教学中的影响。拟议的努力是工程,科学和技术的学校和教育的学校之间的伙伴关系,旨在使用的参与,能力和连续性(ECC)理论,以确定当前的小学教育计划对副教师的兴趣,动机和信心教科学的影响。本研究的目的是:(1)研究并加强创新性教学实践,以提高他们的学术兴趣,意识和动机,教科学的小学生;(2)研究并加强创新性教学实践,以提高他们的能力,学者;(3)研究机构?的当前系统的做法和基本的支持系统,为基础的基础科学教育教师。使用ECC三部曲为学生成功的概念框架,本研究提出,以验证和扩展ECC模型,以确定必要的程序组件,以准备高素质和成功的少数民族基础科学教育教师,并保留他们的职业。该模型已与大学预科人群,但没有与本研究的目标人群进行验证。这项研究建立在现有的知识基础上,即初入职教师在面对教学现实时遇到的困难,以及思维习惯如何对K-6科学教学产生负面影响,并进一步缩小成绩差距。 其目的是产生新的知识来预测科学教学的副教师的成功。这项研究有可能加强代表性不足的副教师的准备,并建立科学教学和学习的能力。

项目成果

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Trina Spencer其他文献

Trina Spencer的其他文献

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{{ truncateString('Trina Spencer', 18)}}的其他基金

HBCU-UP TIP: Enhancing the Interest, Pedagogical Skills, Confidence and Expertise of Preservice K-6 Teachers to Teach Science Utilizing Research-Based Instructional Methods
HBCU-UP 提示:提高职前 K-6 教师利用基于研究的教学方法教授科学的兴趣、教学技能、信心和专业知识
  • 批准号:
    1332415
  • 财政年份:
    2014
  • 资助金额:
    $ 31.44万
  • 项目类别:
    Continuing Grant

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