Building a Unified Research Agenda for K-12 Online Learning Environments to Improve STEM Outcomes for Students with Learning Disabilities and Students with Autism Spectrum Disorder

为 K-12 在线学习环境建立统一的研究议程，以改善有学习障碍的学生和患有自闭症谱系障碍的学生的 STEM 成果

• 批准号: 1431148
• 负责人: Ellen Schiller
• 金额: $ 66.11万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431148&HistoricalAwards=false
• 关键词: Building; Unified; Research; Agenda; 12

Students with learning disabilities and those with autism spectrum disorder represent the largest and fastest growing groups of students with disabilities in U.S. public schools. These students are underperforming in STEM achievement as compared to their non-disabled peers, and these students are underprepared for college entry and success. This capacity building project will contribute to foundational knowledge about what is already known, and what needs to be studied, about K-12 online STEM (Science, Technology, Engineering and Mathematics) education for students with learning disabilities and those with autism spectrum disorder. Project leaders at SRI International will engage expert researchers to conduct a synthesis and gap analysis about K-12 online STEM education for students with learning disabilities and those with autism spectrum disorder. The results of the synthesis and gap analysis will be published and made available to the public. The research team will use the results from the synthesis and gap analysis to create a research agenda about K-12 online STEM education for students with learning disabilities and those with autism spectrum disorder. Expert education researchers will engage in debate about the components of the research agenda, which will also be published and made available to the public. The agenda will help education researchers identify future education research pathways and priorities focused on K-12 online STEM learning for students with and without disabilities, a rapidly growing practice in our nation's schools.

有学习障碍的学生和自闭症谱系障碍的学生代表了美国公立学校中最大和增长最快的残疾学生群体。与非残疾学生相比，这些学生在STEM成绩方面表现不佳，这些学生对大学入学和成功准备不足。这个能力建设项目将有助于基础知识，什么是已知的，什么需要研究，关于K-12在线STEM（科学，技术，工程和数学）教育的学生学习障碍和自闭症谱系障碍。SRI International的项目负责人将聘请专家研究人员对有学习障碍和自闭症谱系障碍的学生进行K-12在线STEM教育的综合和差距分析。综合和差距分析的结果将予以公布并向公众提供。研究小组将利用综合和差距分析的结果，为有学习障碍的学生和自闭症谱系障碍的学生创建一个关于K-12在线STEM教育的研究议程。教育研究专家将参与关于研究议程组成部分的辩论，这些议程也将出版并向公众提供。该议程将帮助教育研究人员确定未来的教育研究途径和优先事项，重点关注残疾和非残疾学生的K-12在线STEM学习，这是我们国家学校中快速增长的实践。