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

2010 年国家研究委员会的报告《教师准备：为健全政策建立证据》强调了与 STEM 教师准备相关但缺乏足够研究基础的领域。 这个诺伊斯轨道 4B 研究项目，即科学和数学教师研究计划 (SMTRI)，旨在开展一项研究，重点关注加州大学五个校区的中学 STEM 教师培训：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)。 该项目重点关注 STEM 教育中的一个关键挑战：培养新手中学教师，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，这些中学人口传统上在 STEM 教育中得不到充分服务，并且在 STEM 学位和职业中代表性不足。 该研究将分析加州大学本科 CalTeach 项目的影响，该项目为 STEM 专业的本科生提供 STEM 教育课程和现场实习，对新手教师在从职前教师准备项目进入教学第一年的过程中知识、信念和实践的发展产生影响。 这将通过对参加相同教师培训课程的加州教育学院学生与非加州教育学院学生进行比较研究来完成。该研究还将跟踪参与者第一年的教学情况，分析两组的学校安置、保留率和教学效果。 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-数学）的准备，以及将学术语言和读写能力教学融入英语学习者（EL）STEM 科目教学中的相关挑战。 SMTRI 研究将进行三项分析来调查：（1）本科生 STEM 教育对 STEM 毕业生决定成为教师的影响——他们是谁以及毕业后做什么； (2) 与非 CalTeach 毕业生在从教师准备进入第一年教学过程中的发展相比，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； (3) 通过比较 UCB 本科教师教育项目中的新手教师发展与 UCD、UCSB、UCSC 和 UCSD 教师教育传统研究生项目中新手教师的发展，教师培训项目形式的影响。该提案的 STEM 重点是中学 STEM 教师教育（认证领域：生物学、化学、数学和生物学）。 SMTRI 项目还将通过改善所有教师与文化和语言多样化的学生群体合作的知识基础，扩大代表性不足群体的参与。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 有潜力为 STEM 教育、教师教育和 EL 学习的研究做出重大贡献，因为它研究了 STEM 教师的准备以及 NGSS 和 CCSS 中科学、语言和读写教学的整合。这项研究的结果有可能在专业教育领域产生广泛的影响，在该领域，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能力薄弱。

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.