Today’s schools are experiencing increasing cultural and linguistic diversity and facing the challenge of creating meaningful connections between school science and student lived experiences outside of school. Middle school is a critical time to provide fundamental knowledge and encourage interest in STEM careers. In order to best impact learners during this critical period, science teachers need improved models to support the development and delivery of relevant curriculum materials to better serve all students in their classrooms. Highly supported design teams consisting of researchers, teachers, and both school and district science specialists will co-adapt existing district-generated science units to integrate socially and culturally relevant science practices and draw on students' diverse cultural and language practices as strengths.
Projects
This project will investigate how NGSS has been implemented in California schools during the ongoing COVID-19 pandemic. Through a state-wide survey, analysis of administrative data, interviews and case studies, this project will assess the impact of COVID-19 on NGSS implementation on a large scale, and more importantly, the extent to which high minority, high-poverty districts are disproportionately affected. It will also identify policy options available to state and school districts. By collecting critical and timely data, this project will contribute new knowledge to understanding of the impact of COVID-19 on NGSS implementation.
This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt a previously designed Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices. The project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.
Project MSSELL will conduct a two-year randomized trial longitudinal evaluation of an enhanced standards-based science curriculum model. In Year 1, the project will refine and pilot the model based on learnings from its previous developmental phase and implementation with K-3 grade students. In Years 2 and 3, the enhanced model will be implemented and studied with fifth- and sixth-grade students.