Elementary Teacher Professional Learning of Equitable Engineering Pedagogies for Multilingual Students

多语言学生公平工程教育学的小学教师专业学习

• 批准号: 2300766
• 负责人: Mary McVee
• 金额: $ 37.5万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300766&HistoricalAwards=false
• 关键词: Elementary; Teacher; Professional; Learning; Equitable

The need to teach engineering in U.S. elementary schools has been elevated due a heightened focus on STEM and standards reforms such as the Next Generation Science Standards. Yet, most elementary teachers have little preparation in teaching engineering. Additionally, elementary teachers increasingly provide instruction for students who are still learning English as an additional language. However, teachers receive uneven preparation related to instruction for multilingual learners. This project addresses these critical needs through development of a standards-aligned professional learning model for elementary teachers of multilingual learners. This interdisciplinary approach is innovative in its effort to provide teachers with sustained time to reflect on what they believe about language, their teaching of linguistically and racially minoritized students, and their interactions with multilingual students around engineering content. Using a participatory and collaborative approach, experts in literacy, language, and engineering will work with elementary teachers to develop strategies for how teachers can view students’ multilingualism as an asset to engineering. This asset-based approach has wider implications as teachers’ shifting language beliefs may result in the creation of learning environments that provide linguistically minoritized students with expanded opportunities for identifying with engineering as a discipline or tool for understanding other STEM subjects. This three-year Exploratory Project will engage elementary teachers (n = 18) in a sustained professional learning community to learn about engineering content and pedagogy and explore the intersections of race and language surrounding engineering education. By noticing how languages are positioned in their classroom, teachers will be able to develop strategies for re-positioning the linguistic, cultural, and representational contributions of multilingual students as core intellectual resources within their classrooms. Using design-based research with an emphasis on qualitative data generation and analysis through positioning and language ideologies, this study will explore: 1) whether and how teachers’ language ideologies shifted in relation to specific elements of the professional learning experience, 2) how teachers’ language ideologies mapped onto their engineering pedagogies, and 3) how these pedagogies offered (or failed to offer) multilingual students with discursive resources for identifying with engineering. Triangulated analyses of results from validated instruments, as well as observational, interview, and reflective video data, will result in robust research regarding elements of professional learning experiences that contribute to linguistically inclusive engineering pedagogies. This project will result in a standards-aligned professional learning model for teachers of multilingual learners, as well as multimedia curricular materials for educators and guides for providers of teacher professional development. The project has potential to contribute to increased quality of teaching and increased time on teaching of engineering. It will also contribute to positive stances toward students’ linguistic and racial backgrounds since the professional learning model, curricular materials, and strategies that it will create will be shared with other elementary teachers who are striving to teach science and engineering to students who are linguistically and racially diverse. 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.

由于对STEM和标准改革（如下一代科学标准）的高度关注，美国小学教授工程学的需求有所提高。然而，大多数小学教师在工程教学方面的准备很少。此外，小学教师越来越多地为仍在学习英语作为额外语言的学生提供指导。然而，教师在为多语言学习者授课方面得到的准备不均衡。该项目通过为多语言学习者的小学教师开发标准一致的专业学习模式来满足这些关键需求。这种跨学科的方法是创新的，它努力为教师提供持续的时间来反思他们对语言的看法，他们对语言和种族少数民族学生的教学，以及他们与多语言学生围绕工程内容的互动。使用参与和协作的方法，识字，语言和工程专家将与小学教师合作，制定教师如何将学生的多语言能力视为工程资产的策略。这种基于资产的方法具有更广泛的影响，因为教师不断变化的语言信仰可能会导致创建学习环境，为语言上处于少数地位的学生提供更多的机会，使他们能够将工程学视为理解其他STEM学科的学科或工具。这个为期三年的探索性项目将从事小学教师（n = 18）在一个持续的专业学习社区，了解工程内容和教学法，并探索种族和语言的交叉点周围的工程教育。通过注意语言在课堂上的定位，教师将能够制定策略，重新定位多语言学生的语言，文化和代表性贡献，作为课堂上的核心智力资源。使用基于设计的研究，重点是通过定位和语言意识形态进行定性数据生成和分析，本研究将探索：1）教师的语言意识形态是否以及如何与专业学习经验的具体要素相关地发生变化，2）教师的语言意识形态如何映射到他们的工程学理论上，以及3）这些工程学如何为多语言学生提供（或未能提供）识别工程学的话语资源。三角分析的结果，从验证的仪器，以及观察，访谈和反射视频数据，将导致强大的研究有关的专业学习经验，有助于语言包容性的工程知识的元素。该项目将为多语言学习者的教师提供一个符合标准的专业学习模式，并为教育工作者提供多媒体课程材料，为教师专业发展提供指南。该项目有可能有助于提高教学质量和增加工程教学时间。它还将有助于对学生的语言和种族背景采取积极的态度，因为它将创建的专业学习模式，课程材料和策略将与其他致力于向语言和种族多样化的学生教授科学和工程学的小学教师分享。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。