The Children's Research Initiative: Integrative Approaches - CRI: Center for Research on Culture, Development and Education

儿童研究计划：综合方法 - CRI：文化、发展和教育研究中心

• 批准号: 0126557
• 负责人: Catherine Tamis-LeMonda
• 金额: $ 9万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-01 至 2003-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0126557&HistoricalAwards=false
• 关键词: Children; Research; Initiative; Integrative; Approaches

AbstractNew York University: Center for Research on Culture, Development and EducationJoshua Aronson, Diane Hughes, Catherine Tamis-LeMonda, Niobe Way & Hiro YoshikawaDespite thousands of research studies, hundreds of remedial programs, and decades of being considered a crisis for American society, the chronic academic underachievement of numerous ethnic minority groups continues to perplex educators, social scientists, and policy makers. Three trends add weight to the crisis. First, within the next 50 years, people identified currently as "minority" will comprise half of the U.S. population. Second, particularly in large urban centers like New York, new waves of immigrants are arriving, ensuring fundamental, but unknown changes to the structure and dynamics of schools and other contexts. Third, the U.S. continues to evolve into a "knowledge-driven" economy, making a solid education vital for an increasingly large sector of the workforce. More than ever, a sizable proportion of our nation's children are at risk of academic failure and economic hardship. Faculty from multiple scientific disciplines at New York University will use NSF funding to support planning activities over a 6- to 9-month period pertaining to research that will be pursued under the proposed Center for Research on Culture, Development and Education. The central aim of the Center will be to examine how homes, schools, peers, work, and the media jointly contribute to the engagement, learning, and school performance of children from diverse cultures. Three steps are needed to accomplish this mission. First, we propose to describe the experiences of minority children within each of the educationally relevant contexts. Many social scientists focus on determining the predictors of children's academic outcomes without a deep understanding of children's everyday experiences. Such descriptive work is notably absent in research focused on ethnic minorities. We need systematic knowledge regarding how contexts such as home, peers, school, parents' work, and the media differ or are experienced differently by children from different cultures, ethnicities or social classes. Second, we seek to understand how these experiences shape children's engagement, learning and performance in school, and whether and how such connections may vary by culture, ethnicity, and social class. Third, our ultimate goal is to advance an understanding of how home, peer, school, work, and the media work together in explaining children's academic achievement. The second mission of the Center is educational: to transmit its research findings, through training and dissemination, to three communities: (1) a new generation of scholars of diverse backgrounds who are engaged in research on culture and its role in child learning, engagement, and performance; (2) the broader research community; and (3) policy makers and practitioners in education. This will occur through an intensive and rigorous training program and a variety of dissemination strategies of both research findings and lessons for policy and educational practice.The proposed Center is situated within a School of Education, in the vibrant, incomparably diverse context of New York City, making it an unparalleled locale for studying culture and schools, and an ideal place to establish a think tank capable of attracting additional scholars and students of the highest quality. Through the work of the Center, we aim to bring about a deeper understanding of the interplay of culture, development and education, and thereby enhance the nation's response to the academic underachievement of ethnic minority children.

摘要纽约约克大学：文化，发展和教育研究中心Joshua Aronson，Diane Hughes，Catherine Tamis-LeMonda，Niobe Way& Hiro Yoshikawa尽管有数千项研究，数百个补救计划，几十年来被认为是美国社会的危机，许多少数民族群体的长期学术成就低下继续困扰教育工作者，社会科学家和政策制定者。三个趋势加重了危机的影响。首先，在未来50年内，目前被认定为“少数民族”的人将占美国人口的一半。其次，特别是在像纽约这样的大城市中心，新一波移民的到来，确保了学校和其他环境的结构和动态发生根本性的、但未知的变化。第三，美国继续向“知识驱动型”经济发展，这使得坚实的教育对越来越大的劳动力部门至关重要。我国相当大比例的儿童面临学业失败和经济困难的风险，这一点比以往任何时候都要严重。来自纽约大学多个科学学科的教师将使用NSF的资金来支持6至9个月期间的规划活动，这些活动与拟议的文化，发展和教育研究中心下进行的研究有关。 该中心的中心目标是研究家庭，学校，同龄人，工作和媒体如何共同促进来自不同文化的儿童的参与，学习和学校表现。完成这一使命需要三个步骤。首先，我们建议描述少数族裔儿童在每种教育相关背景下的经历。许多社会科学家专注于确定儿童学业成绩的预测因素，而没有深入了解儿童的日常经历。这种描述性工作在以少数民族为重点的研究中明显缺乏。我们需要系统地了解家庭、同龄人、学校、父母的工作和媒体等环境如何不同，或来自不同文化、种族或社会阶层的儿童如何有不同的经历。其次，我们试图了解这些经验如何塑造儿童的参与，学习和表现在学校，以及是否和如何这种连接可能会因文化，种族和社会阶层而异。第三，我们的最终目标是促进对家庭、同龄人、学校、工作和媒体如何共同解释儿童学业成就的理解。该中心的第二个使命是教育：通过培训和传播，将其研究成果传递给三个社区：（1）从事文化及其在儿童学习，参与和表现中的作用研究的不同背景的新一代学者;（2）更广泛的研究社区;（3）教育政策制定者和实践者。这将通过一个密集和严格的培训计划和各种传播战略的研究成果和经验教训的政策和教育实践。拟议的中心坐落在一个教育学院，在充满活力，无比多样化的背景下，纽约市，使其成为一个无与伦比的地方研究文化和学校，也是建立智囊团的理想场所，能够吸引更多最高质量的学者和学生。通过该中心的工作，我们的目标是加深对文化、发展和教育之间相互作用的理解，从而加强国家对少数民族儿童学业成绩不佳的应对措施。