ESCAPE: Equitable Science Curriculum Integrating Arts in Public Education

ESCAPE：将艺术融入公共教育的公平科学课程

• 批准号: 1321343
• 负责人: Bradley Hughes
• 金额: $ 643.81万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2020-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1321343&HistoricalAwards=false
• 关键词: ESCAPE; Equitable; Science; Curriculum; Integrating

The Equitable Science Curriculum for integrating Arts in Public Education (ESCAPE) addresses a profound problem: science learning deficits among the growing population of elementary students who are non-native English speakers. Focusing on six high-need Southern California school districts, ESCAPE targets grade 3-5 English Language Learners (ELLs) in developing the academic language needed to understand scientific concepts. To address learning challenges posed by difficult scientific vocabulary, the project integrates the arts' more concrete strategies to illustrate the sciences' more abstract concepts, exploiting similarities between these disciplines' shared basis in crosscutting concepts like pattern, cause/effect, scale, proportion, and quantity. The grade 3-5 focus is crucial because comprehension at this level is pivotal to future achievement. Led by University of California-Irvine STEM faculty (with support from UCI's CalTeach preservice science teacher development program), the partnership includes teachers and administrators from the Orange County Department of Education and six school districts, WestEd educational consultants, and the Segerstrom Center for the Arts. ESCAPE expects to increase: 1) teacher content and pedagogical knowledge in Earth, Physical, and Life Science; 2) integration of arts to boost ELL learning; and 3) student achievement on science and language development tests.Over four years, each of 150 teachers receives 220 hours of team-based professional development in using science kits and illustrating science concepts through the arts. Program effectiveness is measured using a random assignment design. Principals in each of the six districts volunteer their schools for the project; within each district schools are randomly assigned to treatment or control conditions. Program effects on students' and teachers' science knowledge and achievement are measured by pre- and post-tests for students and teachers. The goal of the research is to measure the effect of the intervention on teachers' science content and pedagogical knowledge, as well as the effect on student science achievement. Causal mechanisms are investigated, including how school and teacher characteristics modify the effects as well as differential effects on ELLs and native English speakers, and the mechanisms underlying these differential effects. The quantitative analyses is based on multilevel regression models, with students nested in classrooms (teachers) that are nested in schools, and accounting for a host of control variables. These methods provide unbiased estimates of program effects. Qualitative data include teacher implementation logs, feedback forms, and focus groups.ESCAPE aims to provide sustainable teacher professional development that increases teachers' science content and pedagogical knowledge, while overcoming impediments to ELLs' STEM learning. Over the project's five years, 150 teachers will teach ~21,000 students, and ~180 CalTeach preservice teachers will be trained. Among the project's products is an ELL-accessible curriculum for Earth, Physical, and Life Science in grades 3-5 and a video-based online system for training teachers (providing a university Certificate in Teaching Science through the Arts), which will be deployed and tested with CalTeach pre-service teachers and teachers in Southern California school districts. This will assist in the national dissemination of this model for improving teacher and student achievement.

公平的科学课程整合艺术在公共教育（ESCAPE）解决了一个深刻的问题：科学学习赤字的人口越来越多的小学生谁是非英语母语。专注于六个高需求的南加州学区，ESCAPE的目标是3-5年级的英语学习者（ELLs）在发展所需的学术语言理解科学概念。为了解决困难的科学词汇所带来的学习挑战，该项目整合了艺术的更具体的策略，以说明科学的更抽象的概念，利用这些学科之间的相似之处，如模式，原因/效果，规模，比例和数量等交叉概念的共享基础。3-5年级的重点是至关重要的，因为在这个级别的理解是未来成就的关键。由加州大学欧文分校STEM教师领导（在UCI的CalTeach副科学教师发展计划的支持下），该伙伴关系包括来自橙子县教育部和六个学区的教师和管理人员，WestEd教育顾问和Segerstrom艺术中心。ESCAPE预计将增加：1）地球、物理和生命科学方面的教师内容和教学知识; 2）结合艺术促进ELL学习; 3）学生在科学和语言发展测试中的成绩。在四年中，150名教师中的每一位都接受了220小时的团队专业发展，使用科学工具包，并通过艺术说明科学概念。计划的有效性是使用随机分配设计来衡量的。六个地区的校长都自愿将他们的学校参加该项目;在每个地区内，学校被随机分配到治疗或对照条件下。学生和教师的科学知识和成就的程序效果进行测量的前和后测试的学生和教师。本研究的目的是测量干预对教师科学内容和教学知识的影响，以及对学生科学成绩的影响。 因果机制进行了调查，包括学校和教师的特点如何修改的效果，以及对英语学习者和母语为英语的差异效应，以及这些差异效应的机制。定量分析是基于多层次回归模型，学生嵌套在教室（教师），嵌套在学校，并占一系列控制变量。这些方法提供了无偏的估计方案的影响。定性数据包括教师实施日志、反馈表和焦点小组。ESCAPE旨在提供可持续的教师专业发展，增加教师的科学内容和教学知识，同时克服ELL的STEM学习障碍。在该项目的五年时间里，150名教师将教授约21,000名学生，约180名CalTeach副教授将接受培训。该项目的产品包括3-5年级的地球、物理和生命科学的ELL课程，以及培训教师的基于视频的在线系统（提供通过艺术教授科学的大学证书），该系统将与CalTeach的职前教师和南加州学区的教师一起部署和测试。这将有助于在全国推广这一模式，以提高教师和学生的成绩。