Authentic Literacy and Language (ALL) for Science

真正的科学素养和语言（ALL）

基本信息

批准号：
10581655
负责人：
NANCY P MORENO
金额：
$ 37.26万
依托单位：
BAYLOR COLLEGE OF MEDICINE
依托单位国家：
美国
项目类别：
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/10581655
关键词：
Achievement Address African American Area Belief Biological Sciences Communicable Diseases Communication Communities Community of Practice County Data Development Discipline Education Educational Curriculum Educational process of instructing Effectiveness English Language Enrollment Environmental Health Equity Evidence based program Funding Genetic Grant Growth Health Hispanic Home Instruction Investigation Knowledge Language Latino Learning Location Mathematics Measures Medicine Municipalities Neurosciences Outcome Pathway interactions Performance Population Randomized 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 career college comparison group cost curriculum development design disadvantaged student economic disparity elementary school experience field study implementation design improved innovation inquiry-based learning interest literacy mathematical ability member novel novel strategies pilot test programs school district skills student participation teacher urban school web site

项目摘要

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.

项目概要/摘要真实的读写能力和语言 (ALL) for Science 合作伙伴关系正在开发课程材料，以让小学生真正了解科学家如何使用语言，同时培养学生的科学知识和技能以之前的项目为基础，并在学生中取得了成果。 2-3 年级，ALL for Science 正在为 4-5 年级的学生创建四个课程单元，这些单元整合了标准与生命科学主题相一致，与学生科学特定学科的发展相一致各单元的识字能力、算术能力和相关健康内容侧重于低水平领域。德克萨斯州学生在生命科学和阅读/写作方面的表现。该项目将聘请一个由教师领导、科学家和教育工作者组成的团队来开发四个德克萨斯州符合标准和 NGSS 的课程单元，每个单元旨在提供 3-4 周的生命科学课程在学校进行基于探究的教学或作为学校和家庭混合的方法，阅读/英语语言艺术、健康和算术。课程单元和辅助材料将。通过匹配的比较组研究在当地教室进行试点；分组分配；并通过已建立的高流量网站 BioEd Online 进行传播 (www.bioedonline.org)，并通过其他途径接触到州和全国受众该项目将直接影响约 285 名教师和 6,840 名学生。学生，超过 800,000 名德克萨斯州学生和全国观众的教师。 ALL for Science 单元将在弱势群体入学率较高的城市学校进行评估此外，还有休斯顿地区的两所小学。（总入学人数超过 1,200 名学生）将作为纵向实施地点衡量对学生成绩、科学认同形成以及教师实践的影响，同时我们将衡量教学的变化，为持续的项目改进和当地传播提供信息。实践和科学教学效果信念；并将检查学生内容知识的增长，作为科学界成员的科学特定学科素养和身份形成。该项目响应了 SEPA 项目对创新课程的号召，帮助学生做好以下准备： STEM 并使教师能够使用新颖的方法提供教学，它解决了其中的两个问题。三个具有高度编程兴趣的新领域：嵌入式数学和阅读内容以及改编针对新人群的成功 SEPA 计划。