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的必要性，以扩大和多样化，使学生准备和动力追求STEM大学专业的学生。 解决这一需求的新兴策略是对全包STEM高中的大规模实施。 在这个探索性项目中，SRI International和George Washington University的调查人员为严格的准经验奠定了基础，以测试使用纵向学生记录，调查和访谈的效果。 该项目针对包容性STEM高中（ISHS）的运营定义是一所学校，学校或学校课程，主要是基于感兴趣的，而不是基于能力或事先成就的学生，并为他们提供了在STEM大学专业中取得成功的数学和科学准备。 ISHSS通过申请过程中的申请流程招募了来自STEM专业的团体不足的学生，该申请过程在高中入学前不需要高考试成绩。 与选择性的STEM学校相比，他们根据入学考试成绩承认有天赋和才华横溢的学生，因此选择了感知的STEM才能。 ISHS具有开发STEM专业知识的更雄心勃勃的目标。为了确定对包容性STEM学校在大规模的有效性的大型多州调查的可行性，研究人员是：开发ISHSS的初步分类法，并探索ISHS异质性对研究设计的异质性的影响； - 招募三个代表不同ISH方法的学校合作伙伴； - 使用州数据来确定每个ISHS学校合作伙伴的比较学校（无需特别关注STEM），并招募比较学校合作伙伴； - 发展学校领袖和三项学生调查（秋季9年级，春季12年级和春季毕业后）； - 与合作伙伴学校合作，以设计数据收集程序，招募材料和激励措施； - 在六所合作伙伴学校中试行学校领导调查和两项学生调查（9年级秋季调查和12年级的春季调查）； - 识别和招募更大的ISHSS样本，并匹配第二年数据收集的比较学校； - 在40个或更多高中进行调查； - 定位三个ISHS合作伙伴学校的毕业生，并与这些学生一起测试毕业后的学生调查； - 参与一个将提供方法论专业知识和建议的顾问委员会。在文献中，通过记录调查响应率，学生位置率以及成功匹配学生行政和调查数据的费率，这项可行性工作表明，可以收集能够促进一项大规模研究的数据，并在手工中启动必要的工具和经验。 正如总统顾问委员会科学技术委员会针对1000名新STEM学校的最新呼吁所证明的那样，国家研究委员会的报告题为“成功的K-12 STEM教育：确定科学，技术，工程和数学的有效方法，强调了各种STEM学校，拟议的研究与当前的政策倡议和辩论非常相关。 此外，这项研究有可能通过影响尚未大规模实施ISHS的州和地区的决策者来促进STEM管道的多样性。