Quality Urban Ecology Science Teaching for Diverse Learners

面向不同学习者的优质城市生态科学教学

• 批准号: 1503519
• 负责人: Magaly Lavadenz
• 金额: $ 45万
• 依托单位: Loyola Marymount University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2019-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503519&HistoricalAwards=false
• 关键词: Quality; Urban; Ecology; Science; Teaching

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This exploratory research project will examine the relationship between teacher professional development associated with newly developed modules in urban ecology and the achievement and engagement of long-term English learners (LTEL). Participants in the project will include students in grades 4-8 in a large urban school district, elementary school teachers, middle school science teachers, and middle school teachers of English language arts. Existing Urban Ecology learning modules will be enhanced to accommodate the needs of LTELs, and teachers will participate in professional development aimed at using the new materials to effectively integrate academic science discourse and literacy development for LTELs.The project will develop two enhanced urban ecology modules (47 lessons) for English learners in grades 4-8; science language and literacy assessments for English language learners (ELLs); an ELL STEM career awareness inventory; an urban ecology for ELLs teacher knowledge scale, and an urban ecology for ELLs pedagogy observation protocol. The materials will be tested with a stratified random sample of students identified by achievement level (low, medium, and high) and linguistic background (mainstream, LTEL, and "at risk" of becoming LTEL). A mixed-methods research design will be used to test the hypothesis that the quantity and quality of LTEL science language and literacy achievement will increase as a result of teacher participation in implementing the newly developed transdisciplinary framework for Urban Ecology for English Learners.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。 这个探索性的研究项目将研究与城市生态学新开发的模块相关的教师专业发展与长期英语学习者（LTEL）的成就和参与之间的关系。该项目的参与者将包括一个大型城市学区4-8年级的学生、小学教师、中学科学教师和中学英语语言艺术教师。 现有的城市生态学学习模块将得到加强，以适应长期学习语言的需要，教师将参与专业发展，旨在利用新材料有效地将学术科学论述和长期学习语言的素养发展结合起来。（47课）为英语学习者在等级4-8;科学语言和英语语言学习者（ELLs）的识字评估; ELL STEM职业意识清单;一个城市生态学的ELLs教师知识规模，和一个城市生态学的ELLs教学观察协议。这些材料将与分层随机抽样的学生进行测试，这些学生按成绩水平（低，中，高）和语言背景（主流，LTEL和“有风险”成为LTEL）进行识别。 混合方法的研究设计将被用来测试的假设，即LTEL科学语言和识字成绩的数量和质量将增加教师参与实施新开发的跨学科框架的城市生态学英语学习者。