ESTELE: Developing The Next Generation Of NGSS Elementary Science Teacher Leaders

ESTELE：培养下一代 NGSS 基础科学教师领导者

• 批准号: 10453956
• 负责人: Michael T Kennedy
• 金额: $ 26.71万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10453956
• 关键词: Acute; Address; Affect; Age; Agreement; Americas; Area; Biological Sciences; Chicago; Collaborations; Communities; Country; Decentralization; Development; Disadvantaged; Educational Curriculum; Educational Status; Educational process of instructing; Effectiveness; Elements; Environment; Evaluation; Funding; Future; Goals; Health Sciences; Healthcare; Hour; Immersion; Instruction; K-12 Faculty; K-12 student; Knowledge; Leadership; Learning; Location; Low income; Mathematics; Mentors; Modeling; Next Generation Science Standards; Pathway interactions; Population; Preparation; Primary School Faculty; Program Development; Reading; Research; Resources; Risk; Role; STEM career; Schools; Science; Science, Technology, Engineering and Mathematics; Societies; Students; Teacher Professional Development; Teaching Method; Testing; Time; Training; Training Support; Underrepresented Populations; United States National Institutes of Health; Work; Youth; base; boys; career; college; community partnership; design; educational atmosphere; experience; girls; improved; innovation; mathematical learning; minority children; next generation; pedagogy; peer; programs; role model; school district; science teacher; skills; teacher; third grade; urban school; virtual

Project Summary/Abstract Science, technology, engineering, and math (STEM) leaders across the country have called for more effective ways to train K-12 teachers in pedagogy aligned to the Next Generation Science Standards (NGSS). While NGSS holds promise as an engaging way for students to build authentic science skills and conceptual knowledge, implementation is limited by the degree to which teachers can be trained in new, significant pedagogical shifts. This is especially true for K-5 teachers who have low confidence teaching science and, accordingly, devote little time to science instruction. This problem is especially acute in urban schools with insufficient resources to meet NGSS training needs. This threatens NGSS coherence across grade levels. We must develop effective, efficient NGSS training models if we are to realize our long-term goal of a well-trained, diverse STEM and healthcare workforce. Prior NIH-funded research from our group developed a highly effective model of introductory-level NGSS training for elementary teachers. The current proposal, ESTELE - Elementary Science TEacher LEaders, builds on this work by accelerating the pace at which elementary teachers can be trained through a new science teacher leader (STL) program. ESTELE fully integrates STL training with introductory-level training via am authentic “practicum” training experience in which STLs support novice teachers as they learn and implement NGSS instructional practices by teaching elementary youth in a summer STEM camp. In this way, teacher leaders gain important leadership and coaching skills, while novice teachers learn NGSS pedagogy. STLs then apply their skills during the academic year in their schools, working in support of their peer teachers to build a broader school culture receptive to NGSS reform. The project’s evaluation plan will assess the degree to which this dual-training model is effective in training teachers of different entering skill levels, the effectiveness of STLs providing NGSS training for novice teachers at their schools, and the degree to which these activities help build a school culture receptive to NGSS instructional practice. This proposal is responsive to key NIH-SEPA priority areas including (1) Adaptations of successful SEPA programs in new locations or with new populations, and (2) Embedded math and reading content for projects targeting P-8 Students. In total ESTELE will train a total of 96 elementary teachers in Chicago Public Schools: thirty-two science teacher leaders and sixty-four new-to-NGSS teachers. It will also support high-quality summer learning for 240 underserved youth at Boys & Girls Clubs of Chicago, and high-quality academic year NGSS instruction for up to 7,050 youth in life sciences curricula.

项目摘要/摘要 全国各地的科学、技术、工程和数学(STEM)领导人呼吁提高效率 如何根据下一代科学标准(NGSS)对K-12教师进行教育学培训。而当 NGSS承诺为学生提供一种吸引人的方式，让他们建立真正的科学技能和概念 知识，实施受限于教师能够接受新的、有意义的培训的程度 教学方式的转变。尤其是K-5年级的教师，他们对教授科学和 因此，在科学教学上投入的时间很少。这个问题在城市学校尤为严重， 资源不足，无法满足NGSS培训需求。这威胁到各年级之间的NGSS连贯性。我们 如果我们要实现我们的长期目标，一个训练有素、 多样化的STEM和医疗保健员工队伍。 我们小组先前由美国国立卫生研究院资助的研究开发了一个非常有效的入门级NGSS模型 对小学教师的培训。目前的提案是ESTELE-小学科学教师领袖， 在这项工作的基础上，加快小学教师通过新的 科学教师领袖(STL)计划。ESTELE通过以下方式将STL培训与入门级培训完全集成 我有真正的“实践”培训经验，在那里STL支持新手教师学习和 通过在STEM夏令营教授初级青少年来实施NGSS教学实践。就这样， 教师领导者获得重要的领导和指导技能，而新手教师则学习NGSS教学法。 然后，STL在学年期间在他们的学校应用他们的技能，工作支持他们的同行老师 建立一种更广泛的学校文化，接受新高中改革。该项目的评估计划将评估 这种双重培训模式在培训不同入职技能水平的教师方面的有效程度， 在所在学校为新手教师提供NGSS培训的短期培训计划的成效，以及 这些活动有助于建立一种接受NGSS教学实践的学校文化。 该提案回应了NIH-SEPA的关键优先领域，包括(1)对成功的SEPA进行调整 新地点或新人口的课程，以及(2)为项目嵌入数学和阅读内容 目标是P-8年级的学生。ESTELE总共将在芝加哥公立学校培训96名小学教师： 32名科学教师带头人和64名新入门的新教师。它还将支持高质量的 在芝加哥男孩和女孩俱乐部为240名贫困青年提供暑期学习和高质量的学年 NGSS为多达7,050名青年提供生命科学课程方面的指导。