Advancing Language Literacy with Relevant Investigations in Science Education Emergent Bilinguals

该项目旨在满足国家需要，支持实践中学教师的信念，知识和实践，以有效地向正在发展母语同时学习另一种新语言的新兴双语者（EB）教授科学。这些学生经常遇到的科学教学课程和方法，是不响应他们的兴趣，科学和语言学习的需要，这是由EB有较低的科学成绩分数相比，他们的非EB同行的事实证明。这种差异是发展科学素养社会的重大障碍，而且至关重要，因为科学的学习差距阻碍了追求STEM领域和STEM职业的语言和文化多样性学生的渠道。休斯顿大学（UH）的这个项目包括与UH教育学院、自然科学学院和数学学院、UH STEM中心以及Aldine、Alief和休斯顿独立学区的合作。 非营利组织，通过卓越教学实现学生成功（ASSET）和新教师中心也是项目合作伙伴。 项目目标包括在5年内培养21名经验丰富、堪称典范的中级科学教师，成为休斯顿地区高需求学校EB学生的教师领导者。这些诺伊斯硕士教学研究员（MTF）将获得硕士学位，专注于概念和教学教育，将学科语言素养与情境科学课程相结合。项目评估旨在分析定量和定性数据。 它侧重于了解专门课程如何为教育机构的科学和语言扫盲教学提供文化和社会相关的概念和教学内容，再加上专业发展，可以带来新的见解和机会，以应对教师和教师教育工作者在努力加强教育机构的参与和科学方面的成功时遇到的挑战。预计这将使MTF成为其所在地区的科学教学领导者，重点是减少教学差距，特别是在EB学生中。预计在伙伴学区由多边基金教授的大约18，900个教育机构将受到影响。这个轨道3：硕士教学奖学金项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need to support practicing middle school teachers’ beliefs, knowledge, and practices to effectively teach science to emergent bilinguals (EBs) who are developing their home language while learning another new language. These students often experience science instruction curricula and methods that are not responsive to their interests, science and language learning needs which is evidenced by the fact that EBs have lower science achievement scores when compared to their non-EB counterparts. This disparity is a significant obstacle to developing a scientifically literate society and is critical because the learning gap in science obstructs the pipeline of linguistically and culturally diverse students that pursue STEM fields and STEM careers. This project at the University of Houston (UH) includes partnerships with the UH Colleges of Education and Natural Sciences and Mathematics, the UH STEM Center, and Aldine, Alief and Houston Independent School Districts. Nonprofit organizations, Achieving Student Success through Excellence in Teaching (ASSET), and the New Teacher Center, are also project partners. Project goals include preparing 21 experienced and exemplary middle level science teachers over the 5-year period to be teacher leaders for teaching EB students at high needs schools in the Houston area. These Noyce Master Teaching Fellows (MTFs) will earn a master’s degree focused on conceptual and pedagogical education for integrating disciplinary language literacy with contextualized science lessons. The project evaluation is designed to analyze both quantitative and qualitative data. It focuses on understanding how the specialized courses designed to provide culturally and socially relevant conceptual and pedagogical content for science and language literacy instruction for EBs, coupled with professional development, can lead to new insights and opportunities for addressing the challenges teachers and teacher educators encounter in their efforts to enhance EBs’ engagement and success in science. This is expected to empower the MTFs to become science instructional leaders in their districts with a focus on reducing instructional disparities, especially among EB students. Approximately 18,900 EBs being taught by MTFs in the partner school districts are expected to be impacted. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.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.