Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat in Science

调查已启动：减轻科学中刻板印象威胁影响的干预措施

• 批准号: 1313713
• 负责人: Samantha Daley
• 金额: $ 45万
• 依托单位: CAST, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1313713&HistoricalAwards=false
• 关键词: Inquiry; Primed; Intervention; Mitigate; Effects

Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat is an Exploratory Project in the Teacher Strand of DRK-12 that investigates stereotype threat at the classroom level and in the context of inquiry-based instruction, in order to develop strategies and a related professional development course, using the principles of Universal Design for Learning, to help teachers learn how to mitigate stereotype threat. The project includes three major activities: 1) An experimental study testing the hypothesis that the influences of stereotype threat on individual students affects instructional processes for the class as a whole: Research participants include three teachers from 3 different school districts in Massachusetts, each with four 8th grade science classes, for a total sample of 12 science classes and approximately 300 students. The two treatment conditions (stereotype threat induced vs. not induced) are applied blindly to three classroom groups over a series of six lessons. The project uses existing surveys for gathering data, including "Communicative Interactions", RTOP subscales, subscales of the Constructivist Learning Environment Survey (CLES), and a brief student questionnaire measuring domain salience (e.g., self ranking of degree of participation in class). The analysis is conducted using Ordinary Least Squares (OLS) regression, with predictions of classroom instructional processes based on treatment condition, percentage of students in stereotyped group, and domain salience.2) Collaboration with teachers as co-researchers to translate research findings into classroom practices and a prototype online professional development course: Three middle school teachers who participated in Study 1 serve as co-researchers, using the Universal Design for Learning model. The product is a prototype, online professional development modules that include self-paced presentations, small group facilitated discussions, asynchronous discussions, and live webcasts with experts, all focused on how teachers can implement strategies to mitigate stereotype threat in their practice. The design elements will be assessed in terms of clarity, accessibility, use, value, and promise.3) Pilot testing of three professional development modules: The professional development component (via communities of practice) supports classroom teachers as they incorporate these strategies into their daily activities. The three teachers involved in the original study and design of modules participate in a six-week pilot study of the online professional development course, anticipated to consist of three modules, with teachers participating 3-4 hours per week. The course is evaluated through observations of professional development interactions (synchronous and asynchronous), interviews, implementation strategies, Moodle Electronic Usage Logs, online discussions, and a questionnaire. Descriptive statistics and regression analysis are used to seek predictors of use and contributions by teacher characteristics.The project contributes critical knowledge about stereotype threat, a construct shown to contribute to disparities in achievement in STEM education. The outcomes of the project will include research findings that are to be submitted to science education research journals for publication; a prototype, online teacher professional development course on mitigating stereotype threat in STEM education classrooms; and dissemination of the course to teachers who are part of the CAST and Minority Student Achievement Networks.

询问启动：减轻刻板印象威胁的影响的干预是DRK-12教师链中的一个探索性项目，该项目在课堂层面和基于探究的教学背景下调查刻板印象威胁，以制定策略和相关的专业发展课程，使用通用学习设计的原则，帮助教师学习如何减轻刻板印象威胁。 该项目包括三个主要活动：1）一项实验研究，检验假设的刻板印象威胁对个别学生的影响，影响教学过程的班级作为一个整体：研究参与者包括三名教师从3个不同的学区在马萨诸塞州，每个有四个8年级的科学班，总样本的12个科学班，约300名学生。这两种处理条件（刻板印象威胁诱导与不诱导）被盲目地应用于三个教室组，一系列的六节课。该项目使用现有的调查收集数据，包括“沟通互动”，RTOP子量表，建构主义学习环境调查（克莱斯）的子量表，以及一个简短的学生问卷测量领域显着性（例如，参与程度的自我排名）。 该分析使用普通最小二乘法（OLS）回归进行，并根据治疗条件、刻板印象组学生的百分比和领域显著性对课堂教学过程进行预测。2）与教师合作作为共同研究者，将研究结果转化为课堂实践和原型在线专业发展课程：三位参与研究1的中学教师作为合作研究者，使用通用学习设计模型。该产品是一个原型，在线专业发展模块，包括自定进度的演示文稿，小组促进讨论，异步讨论，以及与专家的实时网络广播，所有这些都集中在教师如何实施策略，以减轻他们的实践中的刻板印象威胁。3）三个专业发展模块的试点测试：专业发展部分（通过实践社区）支持课堂教师将这些策略纳入日常活动。参与最初研究和模块设计的三名教师参加了为期六周的在线专业发展课程试点研究，预计包括三个模块，教师每周参加3-4小时。 本课程通过观察专业发展互动（同步和异步），访谈，实施策略，Moodle电子使用情况，在线讨论和问卷调查进行评估。 描述性统计和回归分析被用来寻求教师特征的使用和贡献的预测因素。该项目贡献了关于刻板印象威胁的批判性知识，这一结构被证明有助于STEM教育成就的差异。该项目的成果将包括提交给科学教育研究期刊出版的研究结果;关于减轻STEM教育课堂中陈规定型观念威胁的原型在线教师专业发展课程;以及向属于CAST和少数民族学生成就网络的教师传播该课程。