Developing a Practice-based Interdisciplinary Teacher Preparation Program at the Intersection of Science, Second Language, and Literacy Acquisition

在科学、第二语言和读写能力的交叉点上制定基于实践的跨学科教师准备计划

• 批准号: 2012970
• 负责人: Su Gao
• 金额: $ 30万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2012970&HistoricalAwards=false
• 关键词: Developing; Practice; based; Interdisciplinary; Teacher

This project aims to serve the national interest in high quality STEM education. To this end, it plans to improve curricula in a secondary science teacher education program. In addition to the consistently low performance of U.S. secondary students on international tests, a significant and consistent national gap exists in the science achievement of English learners versus native English-speaking students. One-third of all English learners in the U.S. are in secondary school settings. However, most secondary preservice teacher education programs do not include an explicit English learner focus in science methods courses. As a result, many teachers lack experience and coursework in the language and literacy demands of teaching science to English learners. This project proposes to focus on scientific inquiry, second language learning, and science-specific literacy to better prepare secondary (Grades 6-12) and preservice teachers to teach science to all students, including English learners. A successful new curriculum created through this project could be adapted by other science teacher preparation programs. Expected outcomes of the project include an increase in new teachers’ lesson planning and teaching skills using approaches that: 1) Engage students in science and engineering practices; 2) Implement skills and strategies for scaffolding the learning of English learners; 3) Integrate science-specific literacy.Teacher educators at the University of Central Florida aim to create a practice-based, interdisciplinary program that targets preservice teacher preparation over four undergraduate courses during two semesters. These courses will include two courses at the University and two internship courses in the local school district, the Seminole County Public Schools. Pre-service teachers will be engaged in a series of practices including focused inquiry, directed observations, and guided practice to learn how to teach science to all students. Mixed methods research will be used to explore research questions that include the impact on teacher’s lesson planning and teaching skills and learning outcomes of students who are taught by these new teachers. The pre-service teachers’ performance will be compared with those who graduated from the University’s secondary science education programs before implementing this programmatic transformation. The teaching effectiveness of pre-service teachers will also be measured by comparing the learning outcomes of their students in the internship classrooms with those in the control group. Specific practices and conditions of the project that lead to improvements in the pre-service teachers’ skills will also be explored. An ongoing project evaluation will be conducted throughout the three project years. The evaluation will engage all stakeholders in the assessment cycle to provide feedback and inform the research team about progress toward the objectives and potential improvements to the project design. Dissemination activities will include a project website, peer-reviewed publications, and national and international conference presentations. The resulting curriculum will be shared with practitioner audiences, including science teachers in secondary science classrooms and science methods course instructors in diverse undergraduate teacher education programs across the nation. 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.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.

该项目旨在进行高质量的STEM教育。但是，在中学的环境中，大多数二级教师教育计划都不包括Anglisher Focus Science方法。学习和特定于科学的识字能够更好地准备次要的（6-12年级），并为所有学生教授科学，而是由其他科学教师预期的计划来改编。 “ Lessson”。基于跨学科的保留教师在四个本科课程中准备课程。混合的替代方法与探索教师的教学计划和教学成果的影响是教师的教学成果。程序化的转型也将通过将实习课堂的结果与对照组进行比较，从而可以进行三个项目，以进行三个项目。评估在评估周期中，所有利益相关者在研究团队中提供了对项目设计的对象改进的进步。 ，科学的二级科学课程秘密教师教育统治了国家。反映了NSF'SF'SF'Stutory Mission，并使用基金会的智力优点和更广泛的影响审查标准进行了评估。