R&D: The Role of Educative Curriculum Materials in Supporting Science Teaching Practices with English Language Learners

教育课程材料在支持英语学习者科学教学实践中的作用提交给美国国家科学基金会？S发现研究K-12首席研究员：劳伦斯科学厅的杰奎琳·巴伯联合首席研究员：旧金山州立大学马尔科·安东尼奥·布拉沃联合首席研究员：宾夕法尼亚州立大学乔娜·库利科维奇加州大学伯克利分校的课程开发人员和研究人员S劳伦斯科学厅与旧金山州立大学的英语语言开发研究人员和宾夕法尼亚州立大学的定量研究人员合作，提出了一个为期4年的全面研究和开发项目，重点关注前沿挑战A：如何确保所有学生都有机会学习重要的STEM内容？拟议的DRK12项目旨在：(1)确定旨在支持教师学习和学生学习的课程材料(称为教育课程材料)是否对教师的知识、态度和教学实践产生积极影响，如果是，教师最重视和使用哪些教育元素；(2)确定教育性课程材料在多大程度上帮助了英语学习者教学经验丰富和缺乏的教师，以及教学经验水平与教师的知识、态度和教学实践之间的关系；(3)确定高实施环境下的教育性课程要素对英语学习者的影响？(4)创建并发布一份技术报告，描述在帮助教师满足英语学习者需求方面最有力的教育特征。教育课程材料的实例化将来自美国国家科学基金会资助的2-5年级科学种子/阅读之根计划的五年级课程单元，该计划由加州大学伯克利分校？S劳伦斯科学讲堂和教育研究生院联合开发。作为科学的种子/阅读的根，S的教师指南是即时的教育功能，旨在支持教师的学习。拟议的研究将分两个阶段进行。第一阶段的目标是提供一个加强学生措施的机会，让60名教师有机会在实施单元和使用教育课程要素方面获得经验，并允许项目研究人员为更有针对性的研究确定最高的实施环境。在第二阶段，我们将集中研究20位教师，他们是教育性课程元素的高级实施者，以回答我们的问题，即教育性课程材料是否以及如何支持教师满足英语学习者的教学需求。数据将使用定量和定性的方法进行分析，包括增长曲线分析和扎根理论。拟议研究的智力价值将促进以下方面的知识和理解：(1)设计良好的教育课程材料作为教师专业学习图景的重要部分的潜力；以及(2)如何提高教师？拟议研究的更广泛影响将是：(1)使英语学习者能够接触到更深入的STEM内容；(2)收集证据，帮助制定课程材料的新标准，以便教师经常提供所需的帮助，以满足日益多样化的语言人群的需求；以及(3)为实地提供教师知识衡量标准。

The Role of Educative Curriculum Materialsin Supporting Science Teaching Practices with English Language LearnersSubmitted to NSF?s Discovery Research K-12Principal Investigator: Jacqueline Barber, Lawrence Hall of ScienceCo-Principal Investigator: Marco Antonio Bravo, San Francisco State UniversityCo-Principal Investigator: Jonna Kulikowich, Penn State UniversityCurriculum developers and researchers from the University of California, Berkeley?s Lawrence Hall of Science, in collaboration with English language development researchers from San Francisco State University and quantitative researchers from Penn State University, propose a 4-year, full research and development project, focused on Frontier Challenge A: How can all students be assured the opportunity to learn significant STEM content?The proposed DRK12 project aims to: (1) determine whether curriculum materials that are designed to support teacher learning, as well as student learning (known as educative curriculum materials) have positive impacts on teacher knowledge, attitudes, and instructional practices, and if so, which educative elements teachers value and use most; (2) determine to what degree educative curriculum materials help teachers who have more and less experience teaching English language learners and how level of teaching experience relates to teacher knowledge, attitudes, and instructional practices; (3) determine the effects of the educative curriculum elements in high implementation settings on ELL students? knowledge and attitudes in science, and developing English proficiency; and (4) create and disseminate a technical report that characterizes the profile of educative features that were demonstrated to be most powerful in assisting teachers in meeting the needs of English language learners.The instantiation of educative curriculum materials used will be a fifth grade curriculum unit from the NSF-funded Seeds of Science/Roots of Reading program for Grades 2-5, jointly developed by the University of California, Berkeley?s Lawrence Hall of Science and Graduate School of Education. Built into the Seeds of Science/Roots of Reading teacher?s guides are just-in-time educative features, designed to support teacher learning.The proposed study will proceed in two phases. The goal of Phase One is to provide an opportunity to strengthen student measures, to give 60 teachers an opportunity to gain experience in implementing the unit and using the educative curriculum elements, and to allow program researchers to identify the highest implementation settings for a more focused study. In Phase Two, we will focus the study on 20 teachers who were high implementers of the educative curriculum elements in order to answer our questions about whether and how educative curriculum materials can support teachers in meeting the instructional needs of English language learners. Data will be analyzed using quantitative and qualitative approaches, including growth curve analysis and grounded theory.The intellectual merit of the proposed study will be to advance knowledge and understanding of: (1) the potential of well-designed educative curriculum materials to serve as an important part of the teacher professional learning picture; and (2) ways to enhance teachers? capabilities for working with a diverse student population.The broader impact of the proposed study will be to: (1) make deeper STEM content accessible to English language learners; (2) gather evidence to help set a new standard for curriculum materials so they routinely provide the assistance teachers require to meet the needs of an increasingly linguistically-diverse populace; and (3) contribute a teacher knowledge measure to the field.