Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA)

这是一个为期四年的发现研究K-12项目，旨在开发，实施和研究中学科学职前教师教育的实验模型，旨在为新手学校教师提供有效的科学教学英语学习者（ELLs）。该项目结合了下一代科学标准的基本原则，重点是促进学生的科学意义，科学话语的理解和沟通，以及语言的有效使用。它阐述了与科学内容教学和英语语言和读写能力发展相关的理论和实践，并为教师提供视频案例和课程单元的综合实践模型。为了测试该研究的有效性，在四个机构进行了纵向，混合方法，准实验研究：加州大学圣克鲁斯分校，亚利桑那州州立大学，亚利桑那大学和德克萨斯大学圣安东尼奥分校。本研究的三个问题是：（1）本项目的职前教师教育计划对中学科学新教师从职前到第二年的知识、信念和实践有何影响？(2)科学方法指导者对项目实践的忠诚度与新教师的成果（知识、信念和实践）之间的关系是什么？新教师实施项目促进实践与学生学习的关系如何？为了回答这些问题，该项目收集和分析定量和定性数据的新手教师（85个治疗组和85个对照组）在三年内利用调查，访谈，观察和学生评估工具。教师的信念和知识教学科学的ELLs测量使用项目开发的科学教学调查，提供定量分数的基础上Likert类型的规模，和科学教师访谈协议提供定性数据，包括影响实施项目促进的做法的背景因素。课堂观察是通过定性的实地笔记和课堂观察规则-一个系统的项目开发的观察工具，衡量实践的执行情况-记录的。学生学习成果的衡量采用（a）伍德科克-穆尼奥斯语言调查（学生在应用听力、阅读、写作和理解能力方面的熟练程度）;（B）科学素养评估（学生在真正的科学素养任务中富有成效地使用语言）;（c）科学意义判断评估（学生如何通过科学和工程实践理解核心科学思想）;以及（d）适当的国家标准化评估。此外，“学习机会调查”衡量了学生对实施识字一体化、课堂学习动机和读者身份的看法。项目成果是：（a）为职前中学科学教师教育提供一个以研究为基础并经过实地检验的模式，包括为科学方法课程教师和职前教师提供的资源;以及（B）可在类似的研究和发展环境中使用的有效和可靠的工具。

This is a four-year Discovery Research K-12 project to develop, implement, and study an experimental model of secondary science pre-service teacher education designed to prepare novice school teachers to provide effective science instruction to English language learners (ELLs). The project incorporates the principles underlying the Next Generation Science Standards with a focus on promoting students' scientific sense-making, comprehension and communication of scientific discourse, and productive use of language. It articulates theory and practice related to the teaching of science content and the development of English language and literacy, and provides teachers with models of integrated practice in video cases and curriculum units. To test the efficacy of the study, a longitudinal, mixed-methods, quasi-experimental study is conducted at four institutions: the University of California-Santa Cruz, Arizona State University, the University of Arizona, and the University of Texas-San Antonio. The three research questions are: (1) What is the impact of the project's pre-service teacher education program on novice secondary science teachers' knowledge, beliefs, and practice from the pre-service program into the second year of teaching?; (2) What is the relationship between science method instructors' fidelity of implementation of the project's practices and novice teachers' outcomes (knowledge, beliefs, and practice)?; and (3) What is the relationship between novice teachers' implementation of project-promoted practices and their students' learning? To answer these questions, the project collects and analyzes quantitative and qualitative data on novice teachers (85 treatment group and 85 control group) over three years utilizing surveys, interviews, observations, and student assessment instruments. Teachers' beliefs and knowledge about teaching science to ELLs are measured using the project-developed Science Teaching Survey, which provides quantitative scores based on a Likert-type scale, and the science teacher interview protocol to provide qualitative data, including the contextual factors affecting implementation of project-promoted practices. Classroom observations are captured through qualitative field notes and the Classroom Observation Rubric--a systematic project-developed observation instrument that measures implementation of the practices. Student learning outcomes are measured using (a) the Woodcock-Muñoz Language Survey (students' proficiency at applying listening, reading, writing, and comprehension abilities); (b) the Literacy in Science Assessment (students' productive use of language in authentic science literacy tasks); (c) the Scientific Sense-Making Assessment (how students make sense of core science ideas through scientific and engineering practices); and (d) appropriate state standardized assessments. In addition, the Opportunity to Learn Survey gauges students' perceptions of implementation of literacy integration, motivation in class, and identity as readers. Project outcomes are: (a) a research-based and field-tested model for pre-service secondary science teacher education, including resources for science methods courses instructors and pre-service teachers; and (b) valid and reliable instrumentation usable in similar research and development environments.