Restricted Research - Award List, Note/Discussion Page

Fiscal Year: 2014

2063  The University of Texas at San Antonio  (23623)

Principal Investigator: Solis, Jorge

Total Amount of Contract, Award, or Gift (Annual before 2011): $ 327,640

Exceeds $250,000 (Is it flagged?): Yes

Start and End Dates: 8/1/13 <> 7/31/17

Restricted Research: YES


Department, Center, School, or Institute: none

Title of Contract, Award, or Gift: Secondary Science Teaching with Language and Literacy Acquisition (STELLA): A Collaborative Research Project

Name of Granting or Contracting Agency/Entity: University of California, Santa Cruz

Program Title: none
CFDA Linked: Education and Human Resources


Secondary Science Teaching with Language and Literacy Acquisition (SSTELLA)project is submitted to the NSF DR K-12 program for consideration for a full research and development project in the Teaching Strand to develop, implement and evaluate an innovative model of secondary science pre-service teacher education. This project focuses on a critical challenge in STEM education: preparing novice secondary school teachers to provide effective science instruction to the rapidly growing population of students from language minority groups who have traditionally been underserved in STEM education and are underrepresented in STEM degrees and careers (Oakes et al., 2004; National Academy of Sciences [NAS], 2010; Rodriguez, 2004). In 2010, a combined report of the National Academy of the Sciences, National Academy of Engineering, and the Institute of Medicine identified improving the preparation of science teachers for high need secondary schools with large populations of underserved minority students as a top priority for funding that would increase the successful participation of underrepresented minorities in STEM careers and degree programs (NAS, 2010). The SSTELLA project will contribute to this agenda through three main goals: Goal One: Program Development and Implementation Goal One is to develop and implement a model of English language learner (ELL) focused secondary science teacher preparation based on effective practices that integrate the teaching of academic language and literacy into science instruction and articulate this model across program components, including science and English Language Development (ELD) teaching methods courses, student teaching supervision by university supervisors, and mentoring by school district cooperating teachers. To provide context for investigating the efficacy for scale up of the model at different sites, the project will be implemented in post-baccalaureate secondary science teacher education programs at four teacher education sites including the University of California, Santa Cruz (UCSC), the University of Arizona, Tucson (UA), Arizona State University (ASU), and The University of Texas at San Antonio (UTSA). Goal Two: Materials Development and Dissemination Goal Two is to develop a set of web-based science teacher education instructional materials that provide explicit video and curricular exemplars of the SSTELLA instructional model and courses, to enable pre-service teacher educators and school district professional developers to implement the SSTELLA program at their sites. These materials will be accessible to secondary science teachers, professional development specialists, and science teacher educators across the United States and internationally, which will facilitate rapid scale-up of the model. Goal Three: Research Goal Three is to conduct a mixed methods quasi-experimental longitudinal research study with pre-service and novice teachers at both sites to assess the impact of the SSTELLA teacher education program on novice teachers’ knowledge, beliefs, and practices. Researchers will study three cohorts of novice teachers through their pre-service teacher education program into the first year of teaching: (a) baseline cohort in the un-restructured program; (b) SSTELLA Implementation I cohort; and (c) SSTELLA Implementation II cohort. Three research questions will be investigated: (1) Do SSTELLA novice secondary science teachers show a significant increase in knowledge, beliefs, and practices relating to teach science to ELL when compared to a non-SSTELLA baseline control group? (2) What is the relationship between fidelity of implementation of the SSTELLA program and novice teacher outcomes? and (3) How does the expertise of SSTELLA teachers develop through the second year of teaching?

Discussion: No discussion notes


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