Science and Mathematics Teacher Research Initiative: a Comparative Study of CalTeach Students to non-CalTeach Students in the Same Teacher Preparation Programs

在2010年国家研究理事会的报告“培养教师：为健全的政策建立证据”中，强调了缺乏足够研究基础的STEM教师培养相关领域。 这个诺伊斯轨道4 B研究项目，科学和数学教师研究计划（SMTRI），旨在进行一项研究，重点是在五个加州大学的校园中学STEM教师准备：加州大学伯克利分校（UCB），加州大学戴维斯分校（UCD），加州大学圣巴巴拉（UCSB），加州大学圣克鲁斯（UCSC），和加州大学圣地亚哥分校（UCSD）。 该项目的重点是STEM教育的一个关键挑战：准备新手中学教师提供有效的科学和数学教学，以文化和语言日益多样化的中学人口谁一直在STEM教育服务不足，并在STEM学位和职业的代表性不足。 该研究将分析加州大学本科CalTeach计划的影响，该计划为本科STEM专业提供STEM教育课程和实地实习，对新手教师的知识，信念和实践的发展，因为他们通过他们的职前教师准备计划进入教学的第一年。 这将通过CalTeach学生的比较研究，以非CalTeach学生在相同的教师准备计划。研究亦会追踪参与者在第一年的教学情况，以分析两组学生的入学情况、留级情况及教学效能。 该研究将重点关注教师实施下一代科学标准（NGSS）和共同核心国家标准（CSSS-Mathematics）的准备，以及将学术语言和识字教学融入英语学习者（EL）STEM科目教学的相关挑战。SMTRI的研究将进行三项分析，以调查：（1）本科STEM教育对STEM毕业生决定成为教师的影响-他们是谁以及他们毕业后做什么;（2）CalTeach课程毕业生知识的发展，信念和实践的教学数学和科学的发展相比，非CalTeach毕业生，因为他们通过教师准备进入他们的第一年教学进展;以及（3）通过比较UCB本科教师教育项目中新手教师的发展与传统教师教育项目中新手教师的发展，在UCD，UCSB，UCSC和UCSD的教师教育研究生课程。该提案的STEM重点是中等STEM教师教育（认证领域：生物学，化学，数学和生物学）。 SMTRI项目还将扩大代表性不足群体的参与，方法是改进知识基础，使所有教师做好与文化和语言多样的学生群体合作的准备。该项目将在五个大学教师教育项目（UCB，UCD，UCSB，UCSC，UCSD）之间建立研究和开发伙伴关系，并有可能扩大到全国类似的教师教育项目。 最终，SMTRI有可能对STEM教育，教师教育和EL学习的研究做出重大贡献，因为它检查了STEM教师准备以及NGSS和CCSS中科学，语言和识字教学的整合。这项研究的结果有可能在专业教育领域产生广泛的影响，许多教师教育计划在培养学生教师在文化和语言多样化的教室中实施基于标准的科学和数学教学方面很薄弱。

In the 2010 National Research Council's report, "Preparing Teachers: Building Evidence for Sound Policy," areas related to STEM teacher preparation that lacked a sufficient research base were highlighted. This Noyce Track 4B research project, The Science and Mathematics Teacher Research Initiative (SMTRI), seeks to conduct a research study focusing on secondary STEM teacher preparation at five University of California's campuses: UC Berkeley (UCB), UC Davis (UCD), UC Santa Barbara (UCSB), UC Santa Cruz (UCSC), and UC San Diego (UCSD). This project focuses on a critical challenge in STEM education: preparing novice secondary school teachers to provide effective science and mathematics instruction to the increasingly culturally and linguistically diverse secondary school population who have traditionally been underserved in STEM education and are underrepresented in STEM degrees and careers. The study will analyze the impact of the University of California Undergraduate CalTeach program, which provides undergraduate STEM majors with STEM education coursework and field practicum, on the development of novice teachers' knowledge, beliefs and practice as they progress through their program of pre-service teacher preparation into the first year of teaching. This will be done through a comparative study of CalTeach students to non-CalTeach students in the same teacher preparation programs. The study will also track the participants through the first year of teaching to analyze school placement, retention and teaching efficacy of the two groups. The research will include an emphasis on the preparation of teachers to implement the Next Generation Science Standards (NGSS) and Common Core State Standards (CSSS-Mathematics) and the related challenge of integrating the teaching of academic language and literacy into the teaching of STEM subjects for English Learners (EL). The SMTRI research study will conduct three analyses to investigate: (1) the impact of undergraduate STEM Education on STEM graduates' decision to become teachers -- who they are and what they do after graduation; (2) the development of CalTeach program graduates' knowledge, beliefs and practice for teaching mathematics and science in comparison with the development of non-CalTeach graduates as they progress through teacher preparation into their first year of teaching; and (3) the impact of the form of the teacher preparation program by comparing novice teacher development in an undergraduate teacher education program at UCB with the development of novice teachers in traditional graduate programs of teacher education at UCD, UCSB, UCSC and UCSD. The STEM focus for this proposal is secondary STEM teacher education (certification areas: biology, chemistry, mathematics and biology). The SMTRI project also will broaden the participation of underrepresented groups by improving the knowledge base on preparing all teachers to work with culturally and linguistically diverse student populations. The project will develop a research and development partnership among five university teacher education programs (UCB, UCD, UCSB, UCSC, UCSD) with the possibility of scaling up to similar teacher education programs nationally. Ultimately, SMTRI has the potential to make a significant contribution to research on STEM education, teacher education, and EL learning as it examines STEM teacher preparation and the integration of science, language and literacy teaching in the NGSS and CCSS. The findings of this study have the potential for wide scale impact in an area of professional education where many teacher education programs are weak in preparing student teachers to implement standards-based science and mathematics teaching in culturally and linguistically diverse classrooms.