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: 10631124
• 负责人: Michael T Kennedy
• 金额: $ 26.27万
• 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/10631124
• 关键词: Acceleration; Acute; Affect; Age; Agreement; 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; Healthcare; Hour; 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; Underrepresented Populations; United States National Institutes of Health; Work; Youth; 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.

项目概要/摘要 全国各地的科学、技术、工程和数学 (STEM) 领导者呼吁采取更有效的措施 培训 K-12 教师符合下一代科学标准 (NGSS) 的方法。 NGSS 有望成为学生培养真实科学技能和概念的一种有吸引力的方式 知识的实施受到教师接受新的、重要的培训程度的限制。 对于缺乏信心教授科学的 K-5 教师来说尤其如此。 因此，在科学教学上投入的时间很少，这个问题在城市学校中尤其严重。 资源不足，无法满足 NGSS 培训需求，这威胁到了各年级的 NGSS 一致性。 如果我们要实现训练有素、 多元化的 STEM 和医疗保健劳动力。 我们小组之前由 NIH 资助的研究开发了一种高效的入门级 NGSS 模型 当前的提案，ESTELE - 小学科学教师领导者， 在此工作的基础上，通过新的方法加快小学教师的培训步伐 ESTELE 科学教师领导者 (STL) 计划通过将 STL 培训与入门级培训完全结合起来。 是真正的“实习”培训体验，STL 在新手教师学习和实践过程中为他们提供支持 通过在 STEM 夏令营中教授小学生来实施 NGSS 教学实践， 教师领导者获得重要的领导和辅导技能，而新手教师则学习 NGSS 教学法。 然后，STL 在学年期间在学校运用他们的技能，为同级教师提供支持 建立更广泛的接受 NGSS 改革的学校文化 该项目的评估计划将评估 这种双元培训模式对于培训不同入门技能水平的教师的有效程度， STL 为学校新教师提供 NGSS 培训的有效性，以及培训的程度 这些活动有助于建立接受 NGSS 教学实践的学校文化。 该提案响应了 NIH-SEPA 的关键优先领域，包括 (1) 对成功的 SEPA 的改编 在新地点或新人群中开展项目，以及 (2) 项目的嵌入式数学和阅读内容 ESTELE 总共将针对 P-8 学生在芝加哥公立学校培训 96 名小学教师： 32名科学教师领导者和64名NGSS新教师还将支持高素质教师。 为芝加哥男孩女孩俱乐部的 240 名服务不足的青少年提供暑期学习以及高质量的学年 NGSS 为多达 7,050 名青少年提供生命科学课程的指导。