Broadening Participation Reseach Grant: The Impact of Engagement, Capacity and Continuity in Preparing Elementary Education Pre-Service Teachers for Science Teaching.

扩大参与研究补助金：参与度、能力和连续性对基础教育职前教师科学教学准备的影响。

• 批准号: 1238650
• 负责人: Trina Spencer
• 金额: $ 31.44万
• 依托单位: Virginia State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238650&HistoricalAwards=false
• 关键词: Broadening; Participation; Reseach; Grant; Impact

The Virginia State University HBCU-UP Broadening Participation Research in STEM Education project is entitled The Impact of Engagement, Capacity and Continuity in Preparing Elementary Education Pre-Service Teachers for Science Teaching. The proposed effort is a partnership between the School of Engineering, Science and Technology and the School of Education and is designed to use the Engagement, Capacity and Continuity (ECC) theory to determine the impact of the current elementary education program on preservice teachers' interest, motivation, and confidence to teach science. The objectives are (1) to examine and enhance innovative instructional practices for preservice elementary education students in order to increase their scholarly interest, awareness, and motivation to teach science; (2) to examine and enhance innovative instructional practices for preservice elementary students in order to increase their capacity as scholars; and (3) to examine the institution?s current systematic practices and underlying support systems for elementary preservice education teachers.Using the ECC Trilogy for Student Success as the conceptual framework, the study proposes to validate and expand the ECC model for determining the essential program components to prepare highly qualified and successful minority elementary preservice science teachers and to retain them in the profession. The model has been validated with pre-college populations but not with the targeted population for this study. The study builds on existing knowledge about the difficulties beginning teachers encounter when faced with the realities of teaching and how habits of mind can negatively impact K-6 science teaching and further acerbate the achievement gap. The aim is to produce new knowledge to predict the success of preservice teachers for science teaching. The study can potentially enhance the preparation of underrepresented preservice teachers and build capacity in the teaching and learning of science.

弗吉尼亚州立大学 HBCU-UP 扩大 STEM 教育参与研究项目的标题是“参与度、能力和连续性对基础教育职前教师科学教学准备的影响”。拟议的工作是工程、科学与技术学院和教育学院之间的合作，旨在利用参与度、能力和连续性（ECC）理论来确定当前基础教育计划对职前教师兴趣的影响、动机和教授科学的信心。目标是（1）检查和加强职前基础教育学生的创新教学实践，以提高他们的学术兴趣、意识和科学教学的动力； (2) 检查和加强职前小学生的创新教学实践，以提高他们的学者能力； (3) 审视机构目前对基础职前教育教师的系统实践和底层支持系统。本研究以ECC学生成功三部曲作为概念框架，旨在验证和扩展ECC模型以确定基本课程培养高素质和成功的少数族裔初级职前科学教师并留住他们在该行业的组成部分。该模型已在大学预科人群中得到验证，但尚未在本研究的目标人群中得到验证。这项研究建立在现有知识的基础上，了解新手教师在面对教学现实时遇到的困难，以及思维习惯如何对 K-6 科学教学产生负面影响并进一步拉大成绩差距。 目的是产生新知识来预测职前教师在科学教学方面的成功。这项研究可能会增强代表性不足的职前教师的准备工作，并建设科学教学和学习的能力。