- Year 2017
- NSF Noyce Award # 1439923
- First Name Julie
- Last Name Bianchini
- Discipline Math
Kathleen Foltz, UCSB, email@example.com
Jin Sook Lee, UCSB, firstname.lastname@example.org
Susan Johnson, UCSB, email@example.com
Christopher Ograin, UCSB, @ucsb.edu
Tiffini Gillespie, UCSB, firstname.lastname@example.org
Zach Lotze, UCSB, email@example.com
STELLER is in response to two pressing needs. One need is to align classroom instruction with the new visions for the scope, purpose, and substance of mathematics and science education put forth by the Common Core State Standards and the Next Generation Science Standards, particularly with the increased emphasis on language as central to the processes of teaching and learning mathematics and science. Two, the number of K-12 students who speak a language other than English at home has dramatically increased. The rapidly shifting demographics of California’s population dictate that the STEM workforce of the future will need to be much more diverse than it currently is. Unfortunately, a gap in mathematics and science learning persists between ELLs and their English-proficient peers at both the national and state levels.
STELLER has three objectives. First, we will continue to increase the number, quality, and diversity of secondary mathematics and science teachers who graduate from UCSB’s post-baccalaureate Teacher Education Program. Second, starting at the undergraduate level, we will add a focus on English Language Learners (ELLs). We will thoroughly prepare beginning teachers to teach the academic language, core ideas, and practices of the Common Core Mathematics Standards and the Next Generation Science Standards to ELLs in high-need schools. Third, through a longitudinal evaluation effort, we will track the trajectories of our former CTSB and current STELLER Teacher Scholars to generate new insights into ways to effectively prepare, educate, and retain mathematics and science teachers in high-need schools.
The proposed STELLER program has intellectual merit. First, STELLER clearly reflects the nation’s new vision of reform-based mathematics and science education: the need to integrate disciplinary language, content, and practices with English language development so that all students, including ELLs, can learn. Second, the active participation of UCSB faculty from across STEM and education departments will ensure that the challenges of preparing mathematics and science teachers to teach diverse students are identified and addressed from multiple points of view and intellectual traditions. Third, strong conceptual connections exist across UCSB?s undergraduate minor in science and mathematics education, our highly regarded Teacher Education Program, the secondary schools in the high-need Santa Barbara Unified School District, and California?s successful Beginning Teacher Support and Assessment (BTSA) induction programs.
A recent study of STELLER found that participating preservice teachers grew in terms of their understanding of the use of academic language. The teachers were able to move from thinking of academic language as simple vocabulary to a more sophisticated understanding of the connection between academic language and broader learning goals.
STELLER will have broader impacts. One broader impact will be an increase in UCSB?s production of thoroughly trained, highly motivated mathematics and science teachers. As a second broader impact, our beginning Teacher Scholars will have the knowledge and skills needed to effectively teach reform-based mathematics and science to their ELL students once in high-need classrooms and to assist their teacher colleagues in doing the same. A third broader impact will be the wide dissemination of strategies found effective (a) in preparing and retaining mathematics and science teachers and (b) in teaching reform-based mathematics and science to ELL students. Ultimately, STELLER will ensure underserved students have greater access to an excellent and equitable STEM education.