Instructional Intervention to Promote Science and Literacy for Linguistically Diverse Elementary Students

这项研究的目标是促进科学学习，特别是关注科学探究，并为语言不同的学生和主流学生培养识字能力。这项研究解决了以下问题：不同语言水平的小学生进行科学探究的发展轨迹是什么？当教师以学生的语言和文化经验为科学和素养的本质提供有效的脚手架，并且教师明确地向学生的探索连续体提供时，教学干预的过程是什么？随着时间的推移，可以在不同的学生和教师群体中可持续和可扩展的教学干预对教师变化和学生成就有什么影响？州和地区政策如何影响干预措施的实施？这项为期4年的研究将在佛罗里达州的迈阿密-戴德县公立学校和加利福尼亚州的旧金山联合学区两个地点进行，这两种干预条件在过程和影响方面有何异同：(A)设计实验和(B)有针对性的干预？这项研究将涉及6所小学的3年级、4年级和5年级学生，他们代表着每个地区不同的民族语言背景。这项研究将包括总共12所小学，大约150名教师，每年大约4500名学生。教师将得到科学和扫盲教学方面的专业发展以及语言和文化多样性方面的支持。教学将集中于每个年级的两个单元，包括测量主题、物质状态、水循环、天气、太阳系和热能。一个关键的方面是与教师和学生队列的纵向设计。数据收集将涉及学校、教师和学生的多个来源。将分析教师的知识、信念、实践以及学生成绩的变化模式。

The goal of this research is promoting science learning, particularly focusing on science inquiry, and literacy development for linguistically diverse as well as mainstream students. The research addresses the following questions: What are developmental trajectories in conducting science inquiry by linguistically diverse elementary students? What is the process of instructional intervention as teachers provide effective scaffolding on the nature of science and literacy with students' language and cultural experiences and the teacher explicit to student exploratory continuum? What is the impact of the instructional intervention on teacher change and student achievement over time that can be sustainable and scalable across diverse groups of students and teachers? How do state and district policies influence the implementation of the intervention? What are similarities and differences in the process and impact between two intervention conditions: (a) design experiments and (b) focused intervention?This 4-year research will be conducted at two sites, Miami-Dade County Public Schools in Florida, the nation's fourth largest school district and San Francisco Unified School District in California. The research will involve grades 3, 4, and 5 elementary students at 6 elementary schools representing diverse ethnolinguistic backgrounds in each district. The research will include a total of 12 elementary schools, about 150 teachers, and about 4,500 students each year. Teachers will receive support for professional development in science and literacy instruction as well as diversity in language and culture. Instruction will focus on two units at each grade level, including the topics of measurement, states of matter, the water cycle, weather, the solar system, and heat energy. A key aspect is a longitudinal design with cohorts of teachers and students. Data collection will involve multiple sources across schools, teachers, and students. Patterns of change in teachers' knowledge, beliefs, and practices, as well as student achievement, will be analyzed.