Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing a Professional Development System

这个项目是由罗格斯大学国家早期教育研究所(NIEER)、珀斯·安博伊公立学校、伊丽莎白公立学校、长枝公立学校和Open Minds LLC共同努力的，总体目标是改善双语学习者(DLL)进入幼儿园的准备。根据研究表明，非常年轻的学习者可以取得比我们期望的更多的成就，基于探究式的科学计划和扫盲计划是相互支持的，特别是对英语学习者来说，该项目正在设计、实施和研究为三个城市学区的48名3岁和4岁的教师举办的研讨会的效果。该项目将监测教师采用和实施推荐的教学方法的程度，以及专业发展经验对他们的态度和知识的影响。这些数据将提供关于专业发展模式的三个问题的初步答案：1)PD体验是否增强了教师围绕数学和科学的知识和课堂互动？2)它是否增强了对双语学习者的课堂支持？3)PD体验是否产生了证实数学和科学经验可以促进而不是削弱所有学生的语言发展和识字学习的结果？该项目的关键成果将是对针对幼儿的综合数学、科学和识字教学的影响的洞察，并有可能成为鼓励这种内容整合的教师专业发展的模式。

This project is a collaborative effort of the National Institute for Early Education Research (NIEER) at Rutgers University, Perth Amboy Public Schools, Elizabeth Public Schools, Long Branch Public Schools, and Open Minds, LLC with the overarching goal of improving the readiness of dual language learners (DLL) for kindergarten. Based on research indicating that very young learners can accomplish more than we have expected of them and that inquiry-based science programs and literacy programs are mutually supportive, especially for English language learners, the project is designing, implementing, and studying the effects of workshops for 48 teachers of 3 and 4 year-olds in three urban school districts.The project will monitor the extent to which teachers adopt and implement recommended instructional approaches and the impacts of the professional development experience on their attitudes and knowledge. The data will provide preliminary answers to three questions about the professional development model: 1) Does the PD experience enhance teacher knowledge and classroom interactions around mathematics and science? 2) Does it enhance classroom supports for dual language learners? and 3) Does the PD experience produce results confirming that math and science experiences can contribute to, rather than detract from, language development and literacy learning for all students?The key outcomes of the project will be insights into the effects of integrated mathematics, science, and literacy instruction for very young children and, potentially a model for teacher professional development that encourages such content integration.