Pre-service Teachers Using Culturally Sustaining Pedagogies in Science for English Language Learners

职前教师为英语学习者使用文化可持续的科学教学法

• 批准号: 2121351
• 负责人: Max Vazquez Dominguez
• 金额: $ 29.9万
• 依托单位: University of North Georgia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2121351&HistoricalAwards=false
• 关键词: Pre; service; Teachers; Using; Culturally

This project aims to serve the national interest by preparing pre-service teachers in STEM, with a focus on engineering, to serve the growing English Language Learner (ELL) population in grades 4th-8th using culturally sustaining pedagogies. The project will provide pre-service teachers with training consisting of a series of year-round workshops. In these workshops, pre-service teachers will learn about best practices for teaching science methods, and collaborate in small groups to co-develop lesson plans focusing on differentiation for ELLs. Under the guidance of University of North Georgia faculty, pre-service teachers will demonstrate learning, co-teach the STEM activities designed specifically to address ELLs, and offer self- and peer-reflections. Yearlong workshops and mentorship will support pre-service teacher development. This pre-service teacher institute contrasts with the conventional pre-service teacher experience as it builds capacity for designing and implementing STEM activities for ELLs with a under the auspices of university faculty, as well with a peer support structure that draws on co-teaching models in the science classroom. Over the three-year span, the project plans to compare the outcomes from the pre-service teachers attending the summer institute and the outcomes of their peers attending the regular science methods courses. Such a comparison is expected to generate new knowledge on the experiences and effectiveness of designing, planning, and implementing STEM activities with a focus on engineering for ELLs in elementary and middle grades. This project has two overarching goals. First, the project aims to generate new knowledge about the experiences of elementary and middle grade pre-service teachers as they develop teaching skills with a focus on engineering using culturally sustaining pedagogies that target the needs of ELLs. Second, the project will assess the impact of elementary and middle grade pre-service teachers’ instruction on ELLs’ knowledge and competency in solving problems utilizing engineering skills they will learn throughout the project. The project will use a quasi-experimental design and a mixed-methods approach analyzing qualitative and quantitative data to provide an account of pre-service teachers’ and the 4th-8th grade ELL students’ experiences, practices, and products. As part of the quasi-experimental design, the project will have a treatment group and a control group, which compares pre-service teachers in the same year of the teacher preparation program. This project aims to expand the knowledge and practices on how pre-service teachers use and adapt STEM activities using the three-dimensional learning approach and the 5E model to teach STEM to ELLs in a safe and flexible environment. In so doing the project leadership expects to improve their students’ exposure to and performance in carrying out engineering activities. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.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.

该项目旨在通过培养STEM的职前教师，以工程为重点，为4 -8年级不断增长的英语学习者（ELL）群体服务，并采用文化可持续教学法，为国家利益服务。该项目将为职前教师提供包括一系列全年讲习班在内的培训。在这些研讨会中，职前教师将学习教学科学方法的最佳实践，并以小组为单位合作，共同制定侧重于ELLs差异化的课程计划。在北乔治亚大学教师的指导下，职前教师将展示学习，共同教授专门针对ELLs设计的STEM活动，并提供自我和同伴反思。为期一年的研讨会和指导将支持职前教师的发展。这个职前教师学院与传统的职前教师经验形成鲜明对比，因为它在大学教师的支持下为ELLs设计和实施STEM活动，以及利用科学课堂合作教学模式的同伴支持结构。在三年的时间里，该项目计划比较参加暑期学院的职前教师和参加常规科学方法课程的同行的结果。这样的比较有望在设计、计划和实施STEM活动的经验和有效性方面产生新的认识，重点是为小学和初中的ELLs提供工程。这个项目有两个首要目标。首先，该项目旨在为小学和初中职前教师的经验提供新的知识，因为他们将重点放在工程上，使用针对ELLs需求的文化维持教学法来培养教学技能。其次，本计划将评估小学及中学职前教师的教学对学生运用工程技能解决问题的知识及能力的影响。该项目将采用准实验设计和混合方法分析定性和定量数据，以提供职前教师和4 -8年级ELL学生的经验，实践和产品的说明。作为准实验设计的一部分，该项目将分为实验组和对照组，对教师准备项目同一年的职前教师进行比较。本项目旨在扩展职前教师如何使用和适应STEM活动的知识和实践，利用三维学习方法和5E模型在安全和灵活的环境中教授STEM给ELLs。在这样做的过程中，项目领导期望提高他们的学生在进行工程活动中的接触和表现。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。Robert Noyce教师奖学金（Noyce）计划为IUSE: EHR项目提供联合资金，以支持该项目的职前教师准备目标，该目标与Noyce计划目标非常一致。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。