Advancing Language Literacy with Relevant Investigations in Science Education Emergent Bilinguals

University Of Houston, Houston TX

Investigators

Abstract

his Noyce Track 3 project aims to serve the national need of supporting middle school science teachers in effectively teaching science to all students, including emergent bilinguals. Additionally, this project will support 18 middle school science teachers over a 5-year period by offering a master’s degree cost-free during year one and sustained professional development opportunities with stipends during years 2-5. The proposed project components will enable high-achieving practicing teachers to design and implement rigorous language-rich inquiry-based science lessons that connect content with students' Funds of Knowledge and societal challenges. The secondary STEM teaching fellows in this project will develop extensive expertise in designing and implementing highly effective lessons for all students, including bilingual students. They will also be supported in developing leadership skills, specifically in mentorship, that will aid them in providing individualized support to advance the knowledge and skills of those they mentor. This project at the University of Houston includes partnerships with Aldine Independent School District, Alief Independent School District, Houston Independent School District, Achieving Student Success through Excellence in Teaching (ASSET), New Teacher Center, and the UH STEM Center. Project goals include supporting 18 middle school science teachers over a five-year period to cultivate asset-based beliefs, develop and implement contextualized science curriculum integrated with effective language literacy practices, and build capacities to be teacher leaders by fostering the knowledge and skills required to be effective mentors to pre-service teachers and peers. This project will be iteratively evaluated. Evaluation of the project will be guided by the following evaluation question(s): (a) How does participation in the project impact Master Teacher Fellows’ efficacy in teaching science, perceptions, and attitudes toward all students, including emergent bilinguals, and science content knowledge? and (b) How does participation in the project impact MTFs’ science teachers’ ability to develop and implement contextualized science lessons? The results of this project will be disseminated to help enhance the field. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.