Authentic Literacy and Language (ALL) for Science

真正的科学素养和语言（ALL）

• 批准号: 10408157
• 负责人: NANCY P MORENO
• 金额: $ 26.26万
• 依托单位: BAYLOR COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-05-20 至 2026-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10408157
• 关键词: Achievement; Address; African American; Area; Belief; Biological Sciences; Communicable Diseases; Communication; Communities; Community of Practice; County; Data; Development; Discipline; Economically Deprived Population; Education; Educational Curriculum; Educational process of instructing; Effectiveness; English Language; Enrollment; Environmental Health; Evidence based program; Funding; Genetic; Grant; Growth; Health; Hispanic; Home; Instruction; Investigation; Knowledge; Language; Language Arts; Latino; Learning; Location; Mathematics; Measures; Medicine; Municipalities; Neurosciences; Outcome; Pathway interactions; Performance; Population; Reading; Research; Resources; STEM career; Schools; Science; Scientist; Site; Students; Target Populations; Teacher Professional Development; Texas; Text; Underrepresented Minority; Underrepresented Populations; United States National Institutes of Health; Universities; Woman; Work; Writing; base; career; college; comparison group; cost; curriculum development; design; disadvantaged student; elementary school; experience; field study; implementation design; innovation; inquiry-based learning; interest; literacy; mathematical ability; member; novel; novel strategies; pilot test; programs; school district; skills; teacher; urban school; web site

PROJECT SUMMARY/ABSTRACT The Authentic Literacy and Language (ALL) for Science partnership is developing curriculum materials to authentically engage elementary school students in how scientists use language, while building students’ science knowledge and skills. Building on a previous project with demonstrated results with students in grades 2-3, ALL for Science is creating four curriculum units for students in grades 4-5 that integrate standards aligned life science topics, with development of students’ science specific disciplinary literacies, numeracy and related health content. Science themes for the units focus on areas of low student performance in life science and reading/writing in Texas. The project will engage a team of teacher leaders, scientists and educators to develop four Texas standards- and NGSS- aligned curriculum units, each designed to provide 3–4 weeks of life science inquiry-based instruction in school or as a blended school and home approach, with aligned reading/English language arts, health and numeracy. The curriculum units and supporting materials will be piloted in local classrooms; field tested through well-matched comparison group studies, with random assignment of groups; and disseminated via the established, high traffic website, BioEd Online (www.bioedonline.org), and through other pathways to reach state and national audiences with high quality, free teaching resources. The project directly will impact approximately 285 teachers and 6,840 students, with availability to teachers of more than 800,000 Texas students and national audiences. The ALL for Science units will be evaluated in urban schools with high enrollments of underrepresented minority and economically disadvantaged students. In addition, two Houston-area elementary schools (combined enrollment of more than 1,200 students) will serve as longitudinal implementation sites to gauge impacts on student achievement and formation of science identity, and teacher practices, while informing continued project improvement and local dissemination. We will measure changes in teaching practices and science teaching efficacy beliefs; and will examine growth of students’ content knowledge, science-specific disciplinary literacies and identity formation as members of a science community. This project responds to the SEPA program call for innovative curricula that will prepare students in STEM and enable their teachers to provide instruction using a novel approach. It addresses two of the three new areas of high programmatic interest: embedded math and reading content and adaptations of successful SEPA programs with new populations.

项目摘要/摘要 科学合作伙伴关系的真实识字和语言（全部）正在开发课程材料 真正地让小学生参与科学家如何使用语言，同时建立学生的语言 科学知识和技能。在先前的项目的基础上建立了与学生一起展示的结果 2 - 3年级，科学的全部正在为4 - 5年级的学生创建四个课程单元 标准与生活科学主题保持一致，并发展了学生科学特定学科的发展 文学，算术和相关的健康内容。单位的科学主题专注于低领域 德克萨斯州生活科学和阅读/写作的学生表现。 该项目将吸引一组教师，科学家和教育工作者，以开发四个德克萨斯州 标准和NGSS的课程单元，每个单元旨在提供3-4周的生命科学 基于询问的学校或作为混合学校和家庭方法的教学 阅读/英语艺术，健康和算术。课程单元和支持材料将 在当地教室中驾驶；通过匹配良好的比较组研究测试的现场，随机 群体分配；并通过已建立的高流量网站传播，在线生物 （www.bioedonline.org），并通过其他途径，以达到较高的州和民族观众 质量，免费的教学资源。该项目将直接影响约285名教师和6,840 学生，可为80万德克萨斯州学生和民族受众的教师提供可用性。 科学单元的所有内容将在城市学校中进行评估 少数民族和经济不利的学生。此外，两所休斯顿地区小学 （共同入学1200多名学生）将作为纵向实施地点 仪表对学生的成就和形成科学认同和教师实践的影响，而 告知持续的项目改进和当地传播。我们将衡量教学的变化 实践和科学教学有效性信念；并将研究学生内容知识的增长， 作为科学界成员的特定于科学的学科文学和身份形成。 该项目响应了SEPA计划的呼吁，要求进行创新课程，该课程将使学生准备 Stem并使他们的老师能够使用新颖的方法提供指导。它解决了两个 具有高度兴趣的三个新领域：嵌入式数学和阅读内容和改编 成功拥有新人群的SEPA计划。