Exploratory Evidence on the Factors that Relate to Elementary School Science Learning Gains Among English Language Learners

国家的学校在语言和文化多样性方面正在增长，学生被认为是英语学习者(ELS)，占学生总数的10%以上。不幸的是，现有的研究表明，ELS在科学成就上落后于其他学生，即使在学校最早的年级也是如此。这个项目将提供证据，说明学校、教室、教师和学生因素如何影响ELS的小学科学学习轨迹。该项目将通过调查个人、课堂和学校层面的情况(投入)，如教学实践、学习环境和学校人员的特征，扩大ELS对STEM学习的参与。具体地说，本研究探索了(1)一系列科学投入(关于科学的时间、所涵盖的内容、实验室资源的可用性、科学教学中的教师培训)和(2)特定于外语教学的投入(课堂语言使用、教学模式、教师认证和培训、以及教学支持人员的可用性)，与英语学习在全国调查中取得的结果有关。这项研究全面分析了英语学习者在早期年级的科学学习，以及英语学习者的教学投入和最能预测早期科学结果的科学教学投入(通过标准化的科学评估和教师对科学技能的衡量)。这项研究使用了具有全国代表性的幼儿纵向研究(ECLS-K：2011)，并采用了潜在类别分析的回归框架，以确定促进幼儿早期科学学习的有希望的投入。从概念上讲，这项研究并不是孤立地看待基于学校的投入，而是探索它们如何结合在一起来增强学生的科学学习轨迹。这项研究解决了以下研究问题：科学测试成绩轨迹在小学英语学生群体之间和内部是如何变化的？获得学校、教师和课堂层面的科学和教育投入在小学阶段的教育学生群体之间和内部有何不同？哪一所学校、教师和课堂水平的科学和EL投入可以预测小学科学考试成绩的提高和教师评定的科学技能？这些学校、教师和课堂水平的投入与学生考试成绩和教师评定的科学技能之间的关系对于El学生的亚群来说是否不同，特别是不同的种族/民族或移民身份？与更广泛的学生相比，学校、教师和课堂层面的投入是否有特定的组合可以预测ELS的科学学习收益(考试成绩和教师评级的技能)？探索研究预科-12课程(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12年级学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The nation’s schools are growing in linguistic and cultural diversity, with students identified as English learners (ELs) comprising more than ten percent of the student population. Unfortunately, existing research suggests that ELs lag behind other students in science achievement, even in the earliest grades of school. This project will provide evidence on how school, classroom, teacher, and student factors shape elementary school science learning trajectories for ELs. The project will broaden ELs’ participation in STEM learning by investigating how individual, classroom, and school level situations (inputs) such as instructional practices, learning environments, and characteristics of school personnel relate to EL elementary school science learning. Specifically, this study explores (1) a series of science inputs (time on science, content covered, availability of lab resources, and teacher training in science instruction), and (2) EL-specific inputs (classroom language use, EL instructional models, teacher certification and training, and the availability of EL support staff), in relation to ELs’ science learning outcomes from a national survey. This study provides a comprehensive analysis of English learners’ (ELs) science learning in the early grades and the English learner instructional inputs and science instructional inputs that best predict early science outcomes (measured by both standardized science assessments and teacher-rated measures of science skills). The study uses the nationally representative Early Childhood Longitudinal Study (ECLS-K:2011) and employs a regression framework with latent class analysis to identify promising inputs that promote early science learning for ELs. Conceptually, rather than viewing the school-based inputs in isolation, the study explores how they combine to enhance students’ science learning trajectories. The study addresses the following research questions: How do science test performance trajectories vary across and within EL student groups in elementary school? How do access to school, teacher, and classroom level science and EL inputs vary across and within EL student groups in elementary school? Which school, teacher, and classroom level science and EL inputs are predictive of greater science test performance gains and teacher-rated science skills in elementary school? Are the relationships among these school, teacher, and classroom level inputs and student test performance and teacher-rated science skills different for subgroups of EL students, particularly by race/ethnicity or by immigration status? Are there particular combinations of school, teacher, and classroom level inputs that are predictive of science learning gains (test scores and teacher-rated skills) for ELs as compared to students more broadly?The Discovery Research preK-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. 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 award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.