Readiness through Integrative Science and Engineering: Refining and Testing a Co-Constructed Curriculum Approach with Head Start Partners

通过综合科学与工程做好准备：与 Head Start 合作伙伴完善和测试共同构建的课程方法

• 批准号: 1621161
• 负责人: Christine McWayne
• 金额: $ 298.07万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621161&HistoricalAwards=false
• 关键词: Readiness; through; Integrative; Science; Engineering

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) for preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Readiness through Integrative Science and Engineering (RISE) is a late stage design and development project that will build upon the results of an earlier NSF-funded design and development study in which a co-construction process for curriculum development was designed by a team of education researchers with a small group of Head Start educators and parent leaders. In this phase, the design team will be expanded to include Classroom Coaches and Community Experts to enable implementation and assessment of the RISE model in a larger sample of Head Start classrooms. In this current phase, an iterative design process will further develop the science, technology, and engineering curricular materials as well continue to refine supports for teachers to access families' funds of knowledge related to science, technology, and engineering in order to build on children's prior knowledge as home-school connections. The ultimate goal of the project is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families who tend to be underrepresented in curriculum development studies even though they are most at-risk for later school adjustment difficulties. The focus on science, technology, and engineering will address a gap in early STEM education.The proposed group-randomized design, consisting of 90 teachers/classrooms (45 RISE/45 Control), will allow for assessment of the impact of a 2-year RISE intervention compared with a no-intervention control group. Year 1 will consist of recruitment, induction, and training of Classroom Coaches and Community Experts in the full RISE model, as well as preparation of integrative curricular materials and resources. In Year 2, participating teachers will implement the RISE curriculum approach supported by Classroom Coaches and Community Experts; data on teacher practice, classroom quality, and implementation fidelity will be collected, and these formative assessments will inform redesign and any refinements for Year 3. During Year 2, project-specific measures of learning for science, technology, and engineering concepts and skills will also be tested and refined. In Year 3, pre-post data on teachers (as in Year 2) as well as on 10 randomly selected children in each classroom (N = 900) will be collected. When child outcomes are assessed, multilevel modeling will be used to account for nesting of children in classrooms. In addition, several moderators will be examined in final summative analyses (e.g., teacher education, part or full-day classroom, parent demographics, implementation fidelity). At the end of this project, all materials will be finalized and the RISE co-construction approach will be ready for scale-up and replication studies in other communities.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。通过综合科学与工程（上升）准备是一个后期设计和开发项目，将建立在早期NSF资助的设计和开发研究的结果，其中课程开发的共建过程是由一个教育研究团队与一小群先行教育工作者和家长领导人设计的。在这一阶段，设计团队将扩大到包括课堂教练和社区专家，使实施和评估的RISE模型在一个更大的样本头开始教室。在当前阶段，迭代设计过程将进一步开发科学，技术和工程课程材料，并继续完善对教师的支持，以获得与科学，技术和工程相关的知识的家庭资金，以建立儿童的家庭-学校联系的先验知识。该项目的最终目标是改善文化和语言多样的城市低收入家庭儿童的入学准备，这些儿童在课程编制研究中的代表性往往不足，尽管他们以后最有可能在学校适应方面遇到困难。对科学、技术和工程的关注将解决早期STEM教育的差距。拟议的分组随机设计，包括90名教师/教室（45个RISE/45个对照组），将允许评估为期2年的RISE干预与无干预对照组相比的影响。第一年将包括招聘，入职和培训课堂教练和社区专家在完整的RISE模型，以及综合课程材料和资源的准备。在第二年，参与教师将实施由课堂教练和社区专家支持的RISE课程方法;将收集教师实践，课堂质量和实施保真度的数据，这些形成性评估将为第三年的重新设计和任何改进提供信息。在第二年，学习科学，技术和工程概念和技能的项目具体措施也将进行测试和完善。在第三年，教师（在第二年），以及在每个教室（N = 900）随机选择的10名儿童的前后数据将被收集。当评估儿童的成果时，将使用多层次模型来解释儿童在教室中的嵌套。此外，将在最终总结性分析中对几位主持人进行检查（例如，教师教育、部分或全天课堂、家长人口统计学、实施保真度）。在该项目结束时，所有材料将最终确定，RISE共建方法将准备好在其他社区进行扩大和复制研究。