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

在2010年国家研究委员会的报告《教师培训：为健全的政策建立证据》中，强调了与STEM教师培训相关的领域，这些领域缺乏足够的研究基础。Noyce Track 4B研究项目科学与数学教师研究计划(SMTRI)致力于在加州大学伯克利分校(UCB)、加州大学戴维斯分校(UCD)、加州大学圣巴巴拉分校(UCSB)、加州大学圣克鲁斯分校(UCSC)和加州大学圣地亚哥分校(UCSD)这五个校区开展一项研究，重点关注加州大学伯克利分校(UCB)、加州大学戴维斯分校(UCD)、加州大学圣巴巴拉分校(UCSB)、加州大学圣克鲁斯分校(UCSC)和加州大学圣地亚哥分校(UCSD)。该项目侧重于STEM教育中的一个关键挑战：培养中学新手教师，为文化和语言日益多样化的中学人口提供有效的科学和数学教学，这些人传统上在STEM教育中得不到足够的服务，在STEM学位和职业中的代表性不足。这项研究将分析加州大学本科生CalTeach计划对新手教师知识、信念和实践发展的影响，该计划为STEM专业的本科生提供STEM教育课程和实地实践，使他们从职前教师准备计划发展到教学的第一年。这将通过在相同的教师培训计划中对CalTeach学生和非CalTeach学生进行比较研究来完成。这项研究还将在教学的第一年对参与者进行跟踪，以分析两组学生的就学情况、留校情况和教学效率。这项研究的重点将包括教师为实施下一代科学标准(NGSS)和共同核心国家标准(CSSS-数学)做好准备，以及将学术语言和识字教学融入英语学习者STEM科目(EL)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，毕业后做什么；(2)CalTeach项目毕业生在数学和科学教学方面的知识、信念和实践的发展，与非CalTeach毕业生在教师准备阶段进入第一年教学的发展进行比较；(3)通过比较加州大学伯克利分校本科教师教育专业的新手教师发展与加州大学伯克利分校、加州大学伯克利分校、加州大学伯克利分校和加州大学圣迭戈分校传统教师教育研究生课程的新手教师发展情况，探讨教师培养计划形式的影响。这项建议的重点是中等STEM师范教育(认证领域：生物、化学、数学和生物)。SMTRI项目还将扩大代表性不足群体的参与，改进知识库，使所有教师做好与文化和语言不同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，并有可能在全国范围内扩大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，因为它审查了STEM教师培训以及在NGSS和CCSS中科学、语言和扫盲教学的整合。这项研究的结果有可能在一个专业教育领域产生广泛的影响，在这个领域，许多教师教育项目在培养学生教师在文化和语言多样化的课堂上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.