Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA)

这是一个为期四年的探索研究K-12项目，旨在开发、实施和研究一个中学科学职前教师教育的实验模型，该模型旨在帮助新教师为英语学习者提供有效的科学教学。该项目结合了《下一代科学标准》的基本原则，重点是促进学生对科学话语的科学理解、理解和交流，以及有效地使用语言。它阐明了与科学内容教学、英语语言和读写能力发展相关的理论和实践，并为教师提供了视频案例和课程单元的综合实践模式。为了测试这项研究的有效性，在四所机构进行了一项纵向、混合方法、准实验研究：加州大学圣克鲁斯分校、亚利桑那州立大学、亚利桑那大学和德克萨斯大学圣安东尼奥分校。研究的三个问题是：(1)项目的职前教师教育计划对初任中学理科教师从职前计划进入第二年的知识、信念和实践有何影响？(2)科学方法教师实施项目实践的忠实度与新教师的成果（知识、信念和实践）之间的关系是什么？(3)新手教师实施项目促进实践与学生的学习有何关系？为了回答这些问题，该项目利用调查、访谈、观察和学生评估工具，收集和分析了三年来新教师（85名实验组和85名对照组）的定量和定性数据。教师对向ELLs教授科学的信念和知识使用项目开发的科学教学调查来测量，该调查提供基于李克特类型量表的定量分数，并使用科学教师访谈协议提供定性数据，包括影响实施项目促进实践的背景因素。课堂观察通过定性的实地记录和课堂观察准则（一个系统的项目开发的观察工具，用于衡量实践的实施情况）来捕获。学生的学习成果是通过(a) Woodcock-Muñoz语言调查（学生应用听力、阅读、写作和理解能力的熟练程度）来衡量的；(b)科学素养评估（学生在真实的科学素养任务中创造性地使用语言）；(c)科学理解评估（学生如何通过科学和工程实践理解核心科学思想）；(d)适当的州标准化评估。此外，“学习机会调查”衡量了学生对实施识字整合、课堂动机和读者身份的看法。项目成果包括：(a)一个基于研究和实地测试的职前中学科学教师教育模式，包括为科学方法课程讲师和职前教师提供资源；(b)在类似的研究和开发环境中可用的有效可靠的仪器。

This is a four-year Discovery Research K-12 project to develop, implement, and study an experimental model of secondary science pre-service teacher education designed to prepare novice school teachers to provide effective science instruction to English language learners (ELLs). The project incorporates the principles underlying the Next Generation Science Standards with a focus on promoting students' scientific sense-making, comprehension and communication of scientific discourse, and productive use of language. It articulates theory and practice related to the teaching of science content and the development of English language and literacy, and provides teachers with models of integrated practice in video cases and curriculum units. To test the efficacy of the study, a longitudinal, mixed-methods, quasi-experimental study is conducted at four institutions: the University of California-Santa Cruz, Arizona State University, the University of Arizona, and the University of Texas-San Antonio. The three research questions are: (1) What is the impact of the project's pre-service teacher education program on novice secondary science teachers' knowledge, beliefs, and practice from the pre-service program into the second year of teaching?; (2) What is the relationship between science method instructors' fidelity of implementation of the project's practices and novice teachers' outcomes (knowledge, beliefs, and practice)?; and (3) What is the relationship between novice teachers' implementation of project-promoted practices and their students' learning? To answer these questions, the project collects and analyzes quantitative and qualitative data on novice teachers (85 treatment group and 85 control group) over three years utilizing surveys, interviews, observations, and student assessment instruments. Teachers' beliefs and knowledge about teaching science to ELLs are measured using the project-developed Science Teaching Survey, which provides quantitative scores based on a Likert-type scale, and the science teacher interview protocol to provide qualitative data, including the contextual factors affecting implementation of project-promoted practices. Classroom observations are captured through qualitative field notes and the Classroom Observation Rubric--a systematic project-developed observation instrument that measures implementation of the practices. Student learning outcomes are measured using (a) the Woodcock-Muñoz Language Survey (students' proficiency at applying listening, reading, writing, and comprehension abilities); (b) the Literacy in Science Assessment (students' productive use of language in authentic science literacy tasks); (c) the Scientific Sense-Making Assessment (how students make sense of core science ideas through scientific and engineering practices); and (d) appropriate state standardized assessments. In addition, the Opportunity to Learn Survey gauges students' perceptions of implementation of literacy integration, motivation in class, and identity as readers. Project outcomes are: (a) a research-based and field-tested model for pre-service secondary science teacher education, including resources for science methods courses instructors and pre-service teachers; and (b) valid and reliable instrumentation usable in similar research and development environments.