Collaborative Research: Enabling Robust Learning with Conceptual Personalization Technologies

协作研究：利用概念个性化技术实现稳健学习

• 批准号: 0835393
• 负责人: Tamara Sumner
• 金额: $ 39.24万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0835393&HistoricalAwards=false
• 关键词: Collaborative; Research; Enabling; Robust; Learning

Concerns about both economic competitiveness and educational equity emphasize the need for the United States to broaden and diversify the pipeline of students prepared and motivated to pursue STEM college majors. An emerging strategy for addressing this need is large-scale implementation of inclusive STEM high schools. In this exploratory project, investigators from SRI International and George Washington University are laying the foundation for a rigorous quasi-experiment to test the effects of attending such a school using longitudinal student records, surveys, and interviews. The project's operational definition for an inclusive STEM high school (ISHS) is a school, school within a school, or school program that accepts students primarily on the basis of interest rather than aptitude or prior achievement and gives them the mathematics and science preparation they need to succeed in a STEM college major. ISHSs enroll students from groups underrepresented in STEM professions through an application process that does not require high test scores before high school entry. In contrast to selective STEM schools that admit gifted and talented students on the basis of entrance examination scores and thus select for perceived STEM aptitude. ISHSs have the more ambitious goal of developing STEM expertise.To establish the feasibility of a large, multi-state investigation of the effectiveness of inclusive STEM schools at scale, researchers are:Developing a tentative taxonomy of ISHSs and exploring implications of ISHS heterogeneity for the research design; - Recruiting three school partners representing different ISHS approaches; - Using state data to identify a comparison school (without a particular focus on STEM) for each ISHS school partner and recruiting comparison school partners; - Developing School Leader and three student surveys (fall 9th-grade, spring 12th-grade, and spring post-graduation); - Collaborating with partner schools in design of data collection procedures, recruiting materials, and incentives; - Piloting the School Leader Survey and two student surveys (9th-grade fall survey and 12th-grade spring survey) in six partner schools; - Identifying and recruiting a larger sample of ISHSs and matched comparison schools for Year 2 data collection; - Administering surveys in 40 or more high schools; - Locating spring 2012 graduates of the three ISHS partner schools and pilot testing the post-graduation student survey with these students; and - Engaging an Advisory Board who will provide methodological expertise and advice.Ultimately, by documenting survey response rates, student location rates, and rates for successful matching of student administrative and survey data, this feasibility work is demonstrating that it is possible to collect the kind of data that would enable a large-scale study to be launched with the necessary instruments and experience in hand. As evidenced by the recent call from the President's Council of Advisors in Science and Technology for 1,000 new STEM schools and the National Research Council's report entitled "Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics" that highlights various STEM schools, the proposed research is highly relevant to current policy initiatives and debates. Moreover, the research has the potential to promote diversity in the STEM pipeline by influencing policymakers in states and districts that have yet to implement ISHSs at scale.

对经济竞争力和教育公平的担忧强调了美国需要扩大和多样化准备和有动力追求STEM大学专业的学生的管道。 解决这一需求的一个新兴战略是大规模实施包容性STEM高中。 在这个探索性的项目中，来自SRI国际和乔治华盛顿大学的研究人员正在为一个严格的准实验奠定基础，以测试参加这样一个学校的影响，使用纵向学生记录，调查和访谈。 该项目对包容性STEM高中（ISHS）的操作定义是一所学校，学校中的学校或学校计划，主要根据兴趣而不是能力或先前的成就接受学生，并为他们提供在STEM大学专业取得成功所需的数学和科学准备。 ISHS通过申请过程从STEM专业代表性不足的群体中招收学生，该过程在高中入学前不需要高分。 相比之下，选择性的STEM学校根据入学考试成绩录取有天赋和有才华的学生，从而根据感知的STEM能力进行选择。ISHS有更雄心勃勃的目标，发展STEM专业知识。为了建立一个大规模的，多州的调查的有效性的包容性STEM学校的规模的可行性，研究人员是：发展ISHS的初步分类和探索ISHS异质性的研究设计的影响; - 招募三个学校伙伴，代表不同的ISHS方法; - 使用州数据为每个ISHS学校合作伙伴确定比较学校（不特别关注STEM），并招募比较学校合作伙伴; - 发展学校领导和三个学生调查（秋季9年级，春季12年级和春季毕业后）; - 与伙伴学校合作设计数据收集程序、招聘材料和激励措施; - 在六所伙伴学校试行学校领导调查和两次学生调查（九年级秋季调查和十二年级春季调查）; - 确定和招募更多的ISHS样本和匹配的比较学校，用于收集第二年的数据; - 在40所或更多的高中进行调查; - 确定三所ISHS伙伴学校2012年春季毕业生的位置，并对这些学生进行毕业后学生调查的试点测试;以及 - 最终，通过记录调查回复率、学生定位率以及学生管理数据与调查数据成功匹配的比率，这项可行性工作表明，有可能收集到此类数据，以便在掌握必要的工具和经验的情况下启动大规模研究。 正如总统科技顾问理事会最近呼吁新建1,000所STEM学校以及国家研究理事会题为“成功的K-12 STEM教育：确定科学，技术，工程和数学的有效方法”的报告所证明的那样，该报告强调了各种STEM学校，拟议的研究与当前的政策举措和辩论高度相关。 此外，这项研究有可能通过影响尚未大规模实施ISHS的州和地区的政策制定者来促进STEM管道的多样性。