Mathematics and Science Teaching for English Learners (MAST-EL): A Teacher Education Reform Model

• In Event: 32.046 - Teacher Education Partnerships That Prepare Educators to Support English Learners to Learn Mathematics and Science

Abstract

The purpose of this paper is to describe the Mathematics and Science Teaching for English Learners (MAST-EL)) project goals, model, results, and the model’s contributions to teacher education.

Objectives:
The goals of MAST-EL are to 1) prepare, graduate, and support a cohort of 30 pre-service teachers (Elementary Education and English-as-a-Second Language) to effectively use Culturally and Linguistically Pedagogical Responsive Practices (CLPRP) when teaching mathematics and science to K-5 English learners (ELs), 2) engage and mentor 32 K-5 teachers in how to effectively use CLPRP to teach mathematics and science to ELs, 3) develop relationships with administrators and teachers at partner schools where exemplary mathematics and science teaching for ELs is modeled and researched, and 4) increase K-5 EL achievement in mathematics and science as a result of the implementation.

Theoretical Framework:
MAST-EL is based on the theoretical construct, Culturally and Linguistically Diverse Pedagogical Content Knowledge (CLD-PCK). The MAST-EL constructivist learning activities among the teachers and teacher educators for ELs emphasizes the simultaneous teaching practices and assessing of academic language, mathematics and science content; deep knowledge of mathematics, science, and language content; and culturally responsive teaching (Bunch, 2013; Gay, 2000; Lee, 2005; Lee, Quinn, & Valdés, 2013). The construct of CLD-PCK unifies teacher experiences in undergraduate courses and teacher PD (Zeichner, 2010).


Methodology:
MAST-EL used a partnership model for teacher education (Darling-Hammond, 2009; Zeichner, 2010), where mainstream teachers and teacher educators play an equal role in the preparation of dual-endorsed elementary teachers effective in teaching mathematics and science to ELs. This model supports the longitudinal learning of pre-service teachers with field experiences and student teaching in diverse schools with expert teachers of mathematics and science to ELs; a coaching model for in-service teachers on the education of ELs; collaborative participation of pre-service and in-service teachers in professional learning community sessions and yearly week-long summer institutes (Desimone, 2009; DuFour, 2004); and delivery of 24 mathematics and science community events.

Data Sources and Results:
Partnership surveys indicated that participants understood their role in teacher preparation and were highly satisfied. Mentor teachers’ evaluations of pre-service teachers indicated that pre-service teachers improved in overall classroom performance criteria with averages increasing from 3.6/4.0 to 3.8/4.0. All but three pre-service teachers were employed upon graduation and taught in classrooms that averaged 28% ELs.

Growth in participants understanding of CLD-PCK was measured over five years with the mathematics and science content tests, self-efficacy surveys, and classroom observations using the CLD-PCK Observation Tool. There were significant improvements on all measures, which provides evidence of the longitudinal learning of both in-service and pre-service teachers.

EL achievement data from pre- and post-tests of content taught in capstone units during student teaching of pre-service teachers indicate that 68% of 199 ELs improved 50% or more in their understanding.

Scholarly Significance:
Based on the positive results of the measures, the MAST-EL teacher education model provides a structure for teachers and teacher educators to collaborate so pre-service teachers practice to support ELs learn mathematics and science. Additional research is needed.

Authors

• Elizabeth A. Franklin, University of Northern Colorado

• Lori A. Reinsvold, University of Northern Colorado