Linking Science, Mathematics and Literacy for All Learners

为所有学习者将科学、数学和读写能力联系起来

• 批准号: 10592425
• 负责人: William Robert Folk
• 金额: $ 26.12万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-03-15 至 2027-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10592425
• 关键词: Achievement; Address; Age; Area; Attention; Behavioral Research; Behavioral Sciences; Biological Sciences; Biomedical Research; Books; Clinical Research; Collection; Common Core; Community of Practice; Complex; Data; Development; Education; Educational Intervention; Engineering; English Language; Ensure; Evaluation; Faculty; Funding; Goals; Graph; Institution; Instruction; Journals; Language; Language Development; Learning; Link; Location; Mathematics; Measures; Medical; Middle School Student; Missouri; National Institute of General Medical Sciences; Next Generation Science Standards; Peer Review; Population; Publications; Quantitative Evaluations; Reading; Reporting; Research; Research Personnel; Resources; Schools; Science; Secondary Schools; Services; Site; Societies; Source; Special Education; Students; Teacher Professional Development; Teaching Method; Testing; Text; Training; United States National Institutes of Health; Universities; Workplace; career; collaborative approach; design; disabled students; diversity and inclusion; education planning; education resources; eighth grade; experience; improved; innovation; interest; literacy; mathematical learning; meetings; multimodality; novel; programs; science teacher; skills; student participation; synergism; teacher; tool; underserved community; underserved students; virtual; web site

Linking Science, Mathematics and Literacy for All Learners (LSM&L4AL) ABSTRACT The proposed program will provide innovative educational resources to help redress significant nationwide deficits in science, mathematics, and literacy learning, especially for grades 6-8 students with disabilities (SWD). These new resources will improve and extend the: 1) multimodal STEM text sets: 2) virtual teacher professional development – communities of practice (vPD-CoP); and 3) scenario-based assessments (SBAs) of scientific argumentation developed by the current NIGMS/SEPA Linking Science and Literacy for All Learners program, and that have garnered state and national recognition. Multimodal STEM text sets (1) are coherent collections of content and instructional resources pertaining to an anchor phenomenon and line of inquiry that support learners’: a) Engagement with a grade-band level complex anchor text; b) Development of the science and disciplinary literacy skills called for by the shared Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) or state equivalents. The vPD-CoPs (2) help teachers, learn about, develop, and implement multimodal STEM text sets for their diverse grade 6-8 learners. The SBAs (3) provide quantitative data about the instructional interventions, and help teachers understand scientific argumentation practices and include them in their instruction. Preliminary evidence supports the hypothesis that appropriate instructional support with multimodal STEM text sets, helps diverse students (particularly SWDs) engage with grade-band level complex anchor texts and improve scientific argumentation skills that can be measured with SBAs. The proposed program will add mathematics and research-generated data to all the program resources, and the effects will be rigorously tested over five years with quantitative data from thousands of diverse students nationwide, and with qualitative data of instructional implementation by teachers of science, mathematics, English language arts and special education in diverse school settings, nationwide. These resources and the research data will be disseminated widely by the program website, in high profile journals, in books and reports, and at regional and national meetings, to have a lasting impact upon inclusive and effective education for diverse students’ participation in the biomedical workforce and contributions to society. The program faculty and consultants are experienced educator/researchers in science, literacy, mathematics and special education with a strong independent evaluation team and institutional support.

将科学、数学和读写能力联系起来供所有学习者使用 (LSM&L4AL) 抽象的 拟议的计划将提供创新的教育资源，以帮助纠正重大问题 全国范围内科学、数学和识字学习方面的缺陷，特别是 6-8 年级 残疾学生（SWD）。这些新资源将改善和扩展：1) 多模式 STEM 文本集：2) 虚拟教师专业发展 – 社区 实践 (vPD-CoP)；以及 3) 基于情景的科学论证评估 (SBA) 由当前 NIGMS/SEPA 为所有学习者链接科学与素养计划制定， 并获得州和国家认可的多模式 STEM 文本集 (1) 是。 与现象锚相关的内容和教学资源的连贯集合 以及支持学习者的探究路线： a) 参与年级综合体 锚文本； b) 发展所要求的科学和学科素养技能 共享下一代科学标准 (NGSS) 和共同核心国家标准 (CCSS) 或州同等机构 vPD-CoP (2) 帮助教师了解、发展和发展。 为不同的 6-8 年级学习者实施 SBA (3) 提供的多模式 STEM 文本集。 有关教学干预的定量数据，帮助教师理解科学 论证实践并将其纳入他们的指导中。 假设多模式 STEM 文本集的适当教学支持有助于多样化 学生（特别是社会福利署）参与年级水平的复杂锚文本并提高 拟议的计划将增加可以用 SBA 衡量的科学论证技能。 将数学和研究生成的数据添加到所有程序资源中，其效果将是 经过五年的严格测试，来自数千名不同学生的定量数据 全国范围内，并有科学教师教学实施的定性数据， 不同学校环境中的数学、英语语言艺术和特殊教育， 这些资源和研究数据将通过该计划在全国范围内广泛传播。 网站、知名期刊、书籍和报告以及区域和国家会议上， 对多元化学生参与的包容性和有效教育产生持久影响 该项目的教师和顾问是生物医学劳动力和对社会的贡献。 科学、扫盲、数学和特殊教育领域经验丰富的教育工作者/研究人员 强大的独立评估团队和机构支持。