Linking Science, Mathematics and Literacy for All Learners

为所有学习者连接科学，数学和识字（LSM和L4 AL） 摘要 拟议的计划将提供创新的教育资源，以帮助纠正重大的 全国范围内科学、数学和识字学习的不足，特别是6-8年级 残疾学生（社署）。这些新的资源将改善和扩大：1） 多模态STEM文本集：2）虚拟教师专业发展-社区 实践（vPD-CoP）;以及3）科学论证的基于网络的评估（SBAs） 由目前的NIGMS/SEPA为所有学习者建立科学和扫盲联系计划开发， 并获得了州和国家的认可。多模态STEM文本集（1）是 与锚现象相关的内容和教学资源的连贯集合 和调查线，支持学习者的：a）参与一个年级带水平复杂 锚文本; B）发展科学和学科素养技能， 下一代科学标准（NGSS）和共同核心国家标准 （CCSS）或等同物。vPD-CoP（2）帮助教师了解、发展和 为不同的6-8年级学习者实施多模态STEM文本集。SBA（3）提供 有关教学干预的量化数据，并帮助教师了解科学的 讨论实践，并将其纳入其指令。初步证据表明， 假设适当的教学支持与多模态STEM文本集，有助于多样化 学生（特别是社会福利署）参与年级水平复杂的锚文本，并提高 科学论证能力，可以衡量与SBAs。拟议方案将增加 数学和研究产生的数据到所有的程序资源，其效果将是 经过五年多的严格测试，使用了来自数千名不同学生的定量数据， 在全国范围内，并与科学教师的教学实施的定性数据， 数学、英语语言艺术和特殊教育， 全国范围这些资源和研究数据将由该计划广泛传播 网站、高知名度期刊、书籍和报告以及区域和国家会议， 对包容性和有效的教育产生持久影响，使不同的学生参与 生物医学劳动力和对社会的贡献。该计划的教师和顾问是 在科学、扫盲、数学和特殊教育方面经验丰富的教育工作者/研究人员， 强有力的独立评价小组和机构支持。

Linking Science, Mathematics and Literacy for All Learners (LSM&L4AL) ABSTRACT The proposed program will provide innovative educational resources to help redress significant nationwide deficits in science, mathematics, and literacy learning, especially for grades 6-8 students with disabilities (SWD). These new resources will improve and extend the: 1) multimodal STEM text sets: 2) virtual teacher professional development – communities of practice (vPD-CoP); and 3) scenario-based assessments (SBAs) of scientific argumentation developed by the current NIGMS/SEPA Linking Science and Literacy for All Learners program, and that have garnered state and national recognition. Multimodal STEM text sets (1) are coherent collections of content and instructional resources pertaining to an anchor phenomenon and line of inquiry that support learners’: a) Engagement with a grade-band level complex anchor text; b) Development of the science and disciplinary literacy skills called for by the shared Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) or state equivalents. The vPD-CoPs (2) help teachers, learn about, develop, and implement multimodal STEM text sets for their diverse grade 6-8 learners. The SBAs (3) provide quantitative data about the instructional interventions, and help teachers understand scientific argumentation practices and include them in their instruction. Preliminary evidence supports the hypothesis that appropriate instructional support with multimodal STEM text sets, helps diverse students (particularly SWDs) engage with grade-band level complex anchor texts and improve scientific argumentation skills that can be measured with SBAs. The proposed program will add mathematics and research-generated data to all the program resources, and the effects will be rigorously tested over five years with quantitative data from thousands of diverse students nationwide, and with qualitative data of instructional implementation by teachers of science, mathematics, English language arts and special education in diverse school settings, nationwide. These resources and the research data will be disseminated widely by the program website, in high profile journals, in books and reports, and at regional and national meetings, to have a lasting impact upon inclusive and effective education for diverse students’ participation in the biomedical workforce and contributions to society. The program faculty and consultants are experienced educator/researchers in science, literacy, mathematics and special education with a strong independent evaluation team and institutional support.