The Urban Mathematics and Science Teacher Collaborative

美国学校越来越多的英语学习者(Ells)要求更多地关注培养数学和科学教师，让他们教来自不同语言背景的学生。塔夫茨城市数学与科学教师合作项目是罗伯特·诺伊斯教师奖学金教学研究员/硕士教学研究员第二阶段项目，是塔夫斯大学的三个文理系(教育、数学和物理与天文学)、当地马尔登公立学校区的两所公立学校(林登蒸汽学院，专注于1-8年级，马尔登高中，专注于9-12年级)以及当地一个非营利性组织TERC的切切科宁中心(Cheche Konnen Center At TERC)的合作项目，该中心将为来自不同语言背景的学生提供有关数学和科学学习和教学的专业发展。该提案建立在塔夫茨第一阶段项目的成功经验和经验教训的基础上。鉴于马尔登学校的学生群体中有65个不同的语言群体，对语言多样性的关注尤其重要。塔夫茨大学城市数学和科学教师协作组将准备8名新的数学和科学教学研究员(TF)，并在5年内为4名硕士教学研究员(MTF)的发展做出贡献。它建立在通过城市教师培训合作(UTTC)为教师在城市学校工作做准备方面积累了15年以上的经验，在该合作中，职前教师在导师教师和大学教授的指导下，在所分配的学校全职工作整整一个学年。协作计划将包括1-12年级的地区范围内关于STEM教学的对话；将更明确地使用教与学的视频案例研究作为反思学生思维的工具；紧密整合第一阶段和第二阶段教师/MTF可以合作的虚拟学习社区；并将重点放在语言练习和公平上，以此作为理解学生在STEM中进行意义构建的方式。合作课程将汇集数学、物理与天文学以及文科与科学教育部门的专业知识，为教师提供一个丰富和培养的环境，让他们加深和拓宽对数学和科学内容的理解，以及如何教授数学和科学。同时，调查人员将寻求确定和更好地描述助教和硕士助教能够加深自己对科学和数学的理解的条件，并将这种深入的理解转化为有效的教学。塔夫茨大学城市数学和科学教师协作模式提供了一个基于研究的模式，在一个服务于不同语言群体的学生群体的学区内引入更深层次的数学和科学教育方法。课程、课程材料、有效教学范例和教师讨论论坛将被构建为大学和学校可以使用和修改的免费、开源、跨平台的模块。该项目将传播学生在科学和数学方面的思考和反思实践的视频研究，由专题框架和多学科专题框架开发，以形成一个范例集合，通过一个由项目设计的安全网站共享，供教师、教师教育工作者和研究人员用于专业发展目的。研究小组将使用在线调查、课堂观察和对共同核心国家标准倡议评估的分析来跟踪第一阶段和第二阶段教学研究员和硕士教学研究员，以记录项目参与对他们的教学和学生学习的影响。

The growing population of English Language Learners (ELLs) in US schools calls for greater attention to preparing mathematics and science teachers to teach students from linguistically diverse backgrounds. The Tufts Urban Mathematics and Science Teacher Collaborative, a Robert Noyce Teacher Scholarship Teaching Fellow/Master Teaching Fellow Phase II project, is a collaboration among three Arts & Sciences departments at Tufts University (Education, Mathematics, and Physics & Astronomy), two public schools in the local Malden Public Schools District (Linden STEAM Academy, focusing on grades 1-8, and Malden High School, focusing on grades 9-12), and a local non-profit organization, the Cheche Konnen Center at TERC, which will provide professional development around learning and teaching Mathematics and Science with students from linguistically diverse backgrounds. The proposal builds on successes and lessons learned during a Phase I project at Tufts. The focus on language diversity is especially relevant given that 65 different language groups are represented in the Malden Schools student body. The Tufts University Urban Mathematics and Science Teacher Collaborative will prepare 8 new Mathematics and Science Teaching Fellows (TFs), and contribute to the development of 4 Master Teaching Fellows (MTFs) over 5 years. It builds on more than 15 years of experience in the preparation of teachers for work in urban schools through the Urban Teacher Training Collaborative (UTTC) in which pre-service teachers work in their assigned schools full-time for a full academic year under the guidance of mentor teachers and university professors. The Collaborative will include grades 1-12 in district-wide conversations about STEM teaching; incorporate more explicit use of video case studies of teaching and learning as tools to reflect on student thinking; tightly integrate Virtual Learning Communities where Phase I and II TFs/MTFs can collaborate; and focus on language practices and equity as ways of understanding students' sense-making in STEM. The Collaborative will bring together the expertise of faculty in the Mathematics, Physics & Astronomy, and Education departments in Arts & Sciences, to provide an enriching and nurturing context in which teachers can deepen and broaden their understanding of Mathematics and Science content, as well as how to teach Mathematics and Science. Concurrently, the investigators will seek to identify and better characterize the conditions under which the teaching fellows and master teaching fellows are able to deepen their own understanding of science and mathematics and to translate that deeper understanding into effective teaching.The Tufts University Urban Mathematics and Science Teacher Collaborative model offers a research-based model for introducing a deeper approach to Mathematics and Science education in a school district that serves a student population from a wide range of language groups. The courses, course materials, examples of effective teaching, and teacher discussion forums will be built as free, open-source, cross-platform modules that universities and schools can use and modify. The project will disseminate the video case studies of student thinking in Science and Mathematics and of reflective practice that the TFs and MTFs develop to form a collection of exemplars shared through a project-designed secure website that can be used by teachers, teacher educators, and researchers for professional development purposes. The research team will use online surveys, classroom observations, and analysis of Common Core State Standards Initiative assessments to follow the Phase I and Phase II Teaching Fellows and Master Teaching Fellows so as to document the impact of project participation on their teaching and on student learning.