ESTELE: Developing The Next Generation Of NGSS Elementary Science Teacher Leaders

ESTELE：培养下一代 NGSS 基础科学教师领导者

• 批准号: 10453956
• 负责人: Michael T Kennedy
• 金额: $ 26.71万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10453956
• 关键词: Acute; Address; Affect; Age; Agreement; Americas; Area; Biological Sciences; Chicago; Collaborations; Communities; Country; Decentralization; Development; Disadvantaged; Educational Curriculum; Educational Status; Educational process of instructing; Effectiveness; Elements; Environment; Evaluation; Funding; Future; Goals; Health Sciences; Healthcare; Hour; Immersion; Instruction; K-12 Faculty; K-12 student; Knowledge; Leadership; Learning; Location; Low income; Mathematics; Mentors; Modeling; Next Generation Science Standards; Pathway interactions; Population; Preparation; Primary School Faculty; Program Development; Reading; Research; Resources; Risk; Role; STEM career; Schools; Science; Science, Technology, Engineering and Mathematics; Societies; Students; Teacher Professional Development; Teaching Method; Testing; Time; Training; Training Support; Underrepresented Populations; United States National Institutes of Health; Work; Youth; base; boys; career; college; community partnership; design; educational atmosphere; experience; girls; improved; innovation; mathematical learning; minority children; next generation; pedagogy; peer; programs; role model; school district; science teacher; skills; teacher; third grade; urban school; virtual

Project Summary/Abstract Science, technology, engineering, and math (STEM) leaders across the country have called for more effective ways to train K-12 teachers in pedagogy aligned to the Next Generation Science Standards (NGSS). While NGSS holds promise as an engaging way for students to build authentic science skills and conceptual knowledge, implementation is limited by the degree to which teachers can be trained in new, significant pedagogical shifts. This is especially true for K-5 teachers who have low confidence teaching science and, accordingly, devote little time to science instruction. This problem is especially acute in urban schools with insufficient resources to meet NGSS training needs. This threatens NGSS coherence across grade levels. We must develop effective, efficient NGSS training models if we are to realize our long-term goal of a well-trained, diverse STEM and healthcare workforce. Prior NIH-funded research from our group developed a highly effective model of introductory-level NGSS training for elementary teachers. The current proposal, ESTELE - Elementary Science TEacher LEaders, builds on this work by accelerating the pace at which elementary teachers can be trained through a new science teacher leader (STL) program. ESTELE fully integrates STL training with introductory-level training via am authentic “practicum” training experience in which STLs support novice teachers as they learn and implement NGSS instructional practices by teaching elementary youth in a summer STEM camp. In this way, teacher leaders gain important leadership and coaching skills, while novice teachers learn NGSS pedagogy. STLs then apply their skills during the academic year in their schools, working in support of their peer teachers to build a broader school culture receptive to NGSS reform. The project’s evaluation plan will assess the degree to which this dual-training model is effective in training teachers of different entering skill levels, the effectiveness of STLs providing NGSS training for novice teachers at their schools, and the degree to which these activities help build a school culture receptive to NGSS instructional practice. This proposal is responsive to key NIH-SEPA priority areas including (1) Adaptations of successful SEPA programs in new locations or with new populations, and (2) Embedded math and reading content for projects targeting P-8 Students. In total ESTELE will train a total of 96 elementary teachers in Chicago Public Schools: thirty-two science teacher leaders and sixty-four new-to-NGSS teachers. It will also support high-quality summer learning for 240 underserved youth at Boys & Girls Clubs of Chicago, and high-quality academic year NGSS instruction for up to 7,050 youth in life sciences curricula.

项目摘要/摘要 全国各地的科学，技术，工程和数学（STEM）领导者要求更有效 培训K-12教师教师的方法与下一代科学标准（NGSS）保持一致。尽管 NGSS将有望作为学生建立真实科学技能和概念的一种引人入胜的方式 知识，实施受到教师可以接受新的，重要的培训的程度的限制 教学转移。对于K-5教师教学科学和，尤其如此，这是如此 彼此之间，将很少的时间花在科学指导上。这个问题在城市学校特别严重 不足以满足NGSS培训需求的资源。这威胁了NGSS跨年级的连贯性。我们 如果我们要实现训练有素的长期目标，必须开发有效，有效的NGSS培训模型 多样的STEM和医疗保健员工队伍。 我们小组的NIH资助的事先研究开发了一个高效的简介级别NGSS的模型 小学教师的培训。当前的建议，埃斯特勒 - 基础科学老师领导者， 在这项工作的基础上加快了可以通过新的新教师培训的节奏 科学老师负责人（STL）计划。 ESTELE通过介绍级培训将STL培训完全集成 是真实的“实用”培训经验 通过在夏季STEM营中教小学青年来实施NGSS教学实践。这样， 教师领导者获得了重要的领导能力和教练技能，而新颖的老师学习NGSS教育学。 STL然后在学校的学年中运用他们的技能，以支持同伴老师 建立更广泛的学校文化，接受NGSS改革。该项目的评估计划将评估 这种双重训练模型在培训不同进入技能水平的教师中有效的程度有效 STL的有效性为学校提供NGSS培训的NGSS培训，以及 这些活动有助于建立一种对NGSS教学实践接受的学校文化。 该提案对关键NIH-SEPA优先领域有反应，包括（1）成功的SEPA 在新地点或新人群中的程序，以及（2）项目的嵌入式数学和阅读内容 针对P-8学生。总共Estele将在芝加哥公立学校中培训总共96名小学教师： 32位科学老师领导者和64名新的NGSS老师。它也将支持高质量 芝加哥男孩和女孩俱乐部的240名青年和高质量学年的夏季学习 NGSS最多7,050名生活科学课程的年轻人。