Pre-service Teachers Using Culturally Sustaining Pedagogies in Science for English Language Learners

该项目旨在通过培养STEM的职前教师来服务于国家利益，重点是工程学，使用文化上可持续的教学法为4 - 8年级不断增长的英语学习者（ELL）人口服务。该项目将为职前教师提供培训，包括一系列全年讲习班。在这些研讨会上，职前教师将学习教授科学方法的最佳实践，并在小组中合作，共同制定侧重于ELL差异的课程计划。在北格鲁吉亚大学教师的指导下，职前教师将展示学习，共同教授专门针对ELLs设计的STEM活动，并提供自我和同行反思。为期一年的讲习班和辅导将支持职前教师发展。这个职前教师学院与传统的职前教师经验形成鲜明对比，因为它建立了设计和实施STEM活动的能力，在大学教师的主持下，以及利用科学课堂中的合作教学模式的同伴支持结构。在三年的时间里，该项目计划比较参加暑期学院的职前教师的成果和参加常规科学方法课程的同龄人的成果。这样的比较预计将产生新的知识的经验和设计，规划和实施干活动的有效性，重点是在小学和中学的ELL工程。该项目有两个总体目标。首先，该项目旨在产生新的知识，小学和初中职前教师的经验，因为他们发展的教学技能，重点是工程使用文化上的持续教学法，目标是ELLs的需要。其次，该项目将评估小学和初中职前教师的指导对ELLs的知识和能力的影响，在解决问题，利用工程技能，他们将在整个项目中学习。该项目将采用准实验设计和混合方法的方法分析定性和定量数据，以提供一个职前教师和4 - 8年级ELL学生的经验，实践和产品的帐户。作为准实验设计的一部分，该项目将有一个治疗组和一个控制组，比较在同一年的教师准备计划的职前教师。该项目旨在扩展职前教师如何使用三维学习方法和5E模型来使用和调整STEM活动的知识和实践，以便在安全和灵活的环境中向ELL教授STEM。在这样做的项目领导希望提高他们的学生的接触和执行工程活动的表现。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。罗伯特·诺伊斯教师奖学金（Noyce）计划正在为IUSE：EHR项目提供联合资助，以支持该项目的职前教师准备目标，该目标与诺伊斯计划目标完全一致。该奖项反映了NSF的法定使命，并且通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by preparing pre-service teachers in STEM, with a focus on engineering, to serve the growing English Language Learner (ELL) population in grades 4th-8th using culturally sustaining pedagogies. The project will provide pre-service teachers with training consisting of a series of year-round workshops. In these workshops, pre-service teachers will learn about best practices for teaching science methods, and collaborate in small groups to co-develop lesson plans focusing on differentiation for ELLs. Under the guidance of University of North Georgia faculty, pre-service teachers will demonstrate learning, co-teach the STEM activities designed specifically to address ELLs, and offer self- and peer-reflections. Yearlong workshops and mentorship will support pre-service teacher development. This pre-service teacher institute contrasts with the conventional pre-service teacher experience as it builds capacity for designing and implementing STEM activities for ELLs with a under the auspices of university faculty, as well with a peer support structure that draws on co-teaching models in the science classroom. Over the three-year span, the project plans to compare the outcomes from the pre-service teachers attending the summer institute and the outcomes of their peers attending the regular science methods courses. Such a comparison is expected to generate new knowledge on the experiences and effectiveness of designing, planning, and implementing STEM activities with a focus on engineering for ELLs in elementary and middle grades. This project has two overarching goals. First, the project aims to generate new knowledge about the experiences of elementary and middle grade pre-service teachers as they develop teaching skills with a focus on engineering using culturally sustaining pedagogies that target the needs of ELLs. Second, the project will assess the impact of elementary and middle grade pre-service teachers’ instruction on ELLs’ knowledge and competency in solving problems utilizing engineering skills they will learn throughout the project. The project will use a quasi-experimental design and a mixed-methods approach analyzing qualitative and quantitative data to provide an account of pre-service teachers’ and the 4th-8th grade ELL students’ experiences, practices, and products. As part of the quasi-experimental design, the project will have a treatment group and a control group, which compares pre-service teachers in the same year of the teacher preparation program. This project aims to expand the knowledge and practices on how pre-service teachers use and adapt STEM activities using the three-dimensional learning approach and the 5E model to teach STEM to ELLs in a safe and flexible environment. In so doing the project leadership expects to improve their students’ exposure to and performance in carrying out engineering activities. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. The Robert Noyce Teacher Scholarship (Noyce) Program is providing co-funding for this IUSE: EHR project to support the project's pre-service teacher preparation goals, which are well-aligned with Noyce Program goals.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.