RAPID:The Percy Julian Project: STEM Opportunities for African-American Boys

该项目旨在为加利福尼亚州奥克兰的100名黑人男子建立一所新的非裔美国男孩学校进行研究。斯坦福大学的PI调查了学校领导人如何规划和设计教学以满足非洲裔美国男孩的需求，75%的非裔美国男孩有资格享受免费和/或减价午餐。领导力是本研究的主要研究对象。国际和平协会记录了实施过程，为STEM教育界提供关于在STEM领域为非裔美国男孩有效发展和实施学校的第一手信息。在第一年，学校开设3年级、6年级和7年级。每一年，学校领导都会增加幼儿园和/或剩余的一个或多个年级，直到学校达到整个K-12级别。混合方法方法使用访谈、观察和内容分析来收集有关学校的设计、实施和领导的数据。PI审查领导层如何理解学生的需求、制定标准、规划课程、选择教学方法，并为教师和学生提供支架。PI还探讨了领导层如何选择教师和支持他们的专业发展，并总结了组织和方案的许多方面。PI通过回顾分析来审查规划文件，以更准确地说明从提出关于学校的想法到第一年实施所做的努力。关于建议的结果，该项目为非裔美国男孩提供了一个在科学STEM课堂上发挥作用的愿景，并跟踪了教学方法对学生对科学的兴趣、对归属感和科学成就的影响。对于这一具有国家重要性的及时和有价值的努力来说，快速融资是最合适的筹资渠道。

AbstractThis project seeks to conduct research on a new school for African-American boys under a charter to 100 Black Men in Oakland, California. The PI from Stanford University investigates how leaders of the school plan and design instruction to meet the needs of African-American boys where 75% are eligible for free and/or reduced lunch. The leadership serves as the primary target for this study. The PI chronicles the implementation process to provide the STEM education community with first-hand information about effective school development and implementation for African-American boys in STEM fields. During the first year, the school operates grades 3, 6, and 7. Each successive year, school leaders add kindergarten and/or one or more of the remaining grades until the school reaches the entire K-12 level. A mixed methods approach uses interviews, observations, and content analysis to gather data about the design, implementation, and leadership of the school. The PI examines how the leadership understands the needs of students, develop standards, plan curricula, select pedagogy, and provide scaffolds for teachers and students. The PI also explores how the leadership selects teachers and supports their professional development as well as summarizes many aspects of the organization and programming. The PI reviews planning documents through retrospective analysis to obtain a more accurate account of efforts taken from the initiation of ideas about the school to implementation for the first year. Regarding proposed outcomes, the project offers a vision of what works in science STEM classroom for African American boys and tracks the impact of instructional approaches on the interest of students in science, attitudes about belonging, and science achievement. A RAPID is the most appropriate funding avenue for this timely and worthy effort of national importance.