GSE/RES: Impact of Single-Sex Public Educational Environments on Mathematics and Science Classroom Environment, Student Academic Performance, and Student Self-Concept

GSE/RES：单性别公共教育环境对数学和科学课堂环境、学生学业成绩和学生自我概念的影响

• 批准号: 1136248
• 负责人: Stacy Che
• 金额: $ 52.47万
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-15 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1136248&HistoricalAwards=false
• 关键词: GSE; RES; Impact; Single; Sex

Intellectual Merit: Clemson University will investigate the classroom environment of Single-Sex Public Education (SSPE) mathematics and science classes in middle grades and the impact of these classes on students' academic achievement and academic self-concept. The central hypothesis is that SSPE settings increase girls' academic self-concept, but the teacher is a larger influence than whether the class is SSPE or coeducational (COED) on academic rigor and discourse in the classroom. There are three specific aims for the proposed research: (1) Analyze and compare the academic rigor and classroom discourse of SSPE and COED classes, (2) Analyze and compare academic performance of SSPE students and COED students in middle grades mathematics and science, and (3) Analyze and compare academic self-concept of SSPE and COED students in middle grades mathematics and science. The project will analyze videoed lesson sessions of SSPE and COED mathematics and science middle grades classes for academic rigor and for classroom discourse; analyze student performance on the state-mandated annual standardized assessment, the Palmetto Assessment of State Standards (PASS) exam in mathematics and science; and assess student identities and attitudes about mathematics and science through a survey instrument.Broader Impacts: An improved understanding of SSPE mathematics and science middle grades classrooms and their relationship to academic achievement and academic self-concept will inform key stakeholders as they make decisions about student participation in SSPE settings. The principles of diversity and broadening opportunities for and participation of underrepresented groups are central to the proposed research. Each aspect of the research, from the objectives to the specific aims to the research plan to the expected outcomes, revolves around the relationship of girls to mathematics and science teaching and learning. The proposed research also enhances networks and partnerships by fostering collaborations with several K-12 school districts and schools across the state of South Carolina that are participating in single-sex mathematics and science classrooms in the middle grades. Dissemination of the research will include national presentations and publications, as well as sharing the findings with participating schools and districts at local faculty meetings and professional development in-service meetings.

智力优势：克莱姆森大学将调查中年级单性别公共教育（SSPE）数学和科学课的课堂环境，以及这些课程对学生学业成绩和学业自我概念的影响。中心假设是，SSPE设置增加女孩的学术自我概念，但教师是一个更大的影响比是否类SSPE或男女同校（COED）的学术严谨性和话语在课堂上。本研究的具体目的有三：（1）分析和比较SSPE和COED班学生的学业严谨性和课堂话语;（2）分析和比较SSPE和COED班学生在中年级数学和科学的学业成绩;（3）分析和比较SSPE和COED班学生在中年级数学和科学的学业自我概念。该项目将分析SSPE和COED数学和科学中年级课程的视频课程，以了解学术严谨性和课堂话语;分析学生在国家规定的年度标准化评估中的表现，即数学和科学国家标准评估（PASS）考试的棕榈;并通过调查工具评估学生对数学和科学的认同和态度。对SSPE数学和科学中年级教室及其与学业成绩和学术自我概念的关系的进一步了解将告知关键利益相关者，因为他们决定学生参与SSPE设置。多样性原则和扩大代表性不足群体的机会和参与是拟议研究的核心。研究的每一个方面，从目标到具体目标，从研究计划到预期成果，都围绕着女孩与数学和科学教学和学习的关系。拟议的研究还通过促进与南卡罗来纳州的几个K-12学区和学校的合作来加强网络和伙伴关系，这些学校正在参加中学的单性别数学和科学教室。研究的传播将包括国家介绍和出版物，以及在当地教师会议和专业发展在职会议上与参与学校和地区分享研究结果。