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Advancing Core STEM Research Through Scientific Studies and Capacity Building with Large-Scale Data Resources

通过大规模数据资源的科学研究和能力建设推进核心 STEM 研究

基本信息

批准号：
1749275
负责人：
Felice Levine
金额：
$ 430万
依托单位：
American Educational Research Association
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-15 至 2025-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1749275&HistoricalAwards=false
关键词：
Advancing Core STEM Research Through

项目摘要

This project was submitted in response to EHR Core Research (ECR) program announcement NSF 15-509. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. In line with the goals of the EHR's core research objectives, the American Educational Research Association (AERA) Grants Program will provide competitive research grants to both doctoral students - for dissertation work, and early career education research scientists who conduct secondary analyses of large-scale national and international data sets from the National Center for Education Statistics (NCES). The project has three aims: The primary goal of the program will enable a diverse talent pool of new and young scholars to pursue fundamental research of relevance to STEM policy and practice, utilizing large scale databases. Specifically, the program will focus on: 1) enhancement of the current dissertation and research grants program; 2) facilitate linkages among existing datasets and other sources of data; and 3) build capacity for young, diverse scholars to use and share large data sets. Further, the program will allow researchers to link and study these large-scale STEM databases with other sources of Big Data, such as those gathered with personal digital assistants or through social media. Finally, the program will support a strategy that promotes communication to researchers and non-researchers alike.

本项目是根据电子病历核心研究(ECR)计划公告NSF 15-509提交的。ECR STEM教育基础研究计划为关键的研究领域提供资金，这些领域是基本的、广泛的和持久的。EHR寻求的建议将有助于综合、建立和/或扩大以下重点领域的研究基础：STEM学习、STEM学习环境、STEM劳动力发展和扩大STEM的参与。ECR计划的特点是强调积累可靠的证据，为(A)理解、(B)建立解释理论和(C)建议干预措施(和创新)以应对STEM兴趣、教育、学习和参与方面的持续挑战提供信息。根据EHR核心研究目标的目标，美国教育研究协会(AERA)助学金计划将向博士生和早期职业教育研究科学家提供竞争性研究资助，这些博士生从事论文工作，他们对来自国家教育统计中心(NCES)的大规模国内和国际数据集进行二次分析。该项目有三个目标：该计划的主要目标将使新学者和年轻学者的不同人才库能够利用大型数据库进行与STEM政策和实践相关的基础研究。具体地说，该计划将侧重于：1)加强目前的论文和研究资助计划；2)促进现有数据集和其他数据来源之间的联系；3)为年轻、多样化的学者建立使用和共享大型数据集的能力。此外，该项目将允许研究人员将这些大型STEM数据库与其他大数据来源链接和研究，例如通过个人数字助理或通过社交媒体收集的大数据。最后，该计划将支持一项促进与研究人员和非研究人员交流的战略。

项目成果

期刊论文数量（58）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The neighborhood ethnoracial and socioeconomic context of public elementary school closures in U.S. metropolitan areas

美国大都市区公立小学关闭的社区民族和社会经济背景

DOI：
10.1016/j.ssresearch.2021.102655
发表时间：
2022
期刊：
Social Science Research
影响因子：
2.5
作者：
Brazil, Noli;Candipan, Jennifer
通讯作者：
Candipan, Jennifer

MATH CHALLENGES, STRENGTHS, AND ACHIEVEMENT: TOWARD A THEORY OF STRAIN-INDUCED PERFORMANCE-PERCEPTION MISALIGNMENT FOR RACIALLY MARGINALIZED STUDENTS

数学挑战、优势和成就：针对种族边缘化学生的压力导致的表现-感知失调理论

DOI：
10.1615/jwomenminorscieneng.2021035527
发表时间：
2021
期刊：
Journal of Women and Minorities in Science and Engineering
影响因子：
0
作者：
Williams, Krystal L.;Davis, Sarah Chavada
通讯作者：
Davis, Sarah Chavada

Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.

早期儿童保育和教育的质量可以预测低收入家庭学生在高中 STEM 的成绩。

DOI：
10.1037/dev0001546
发表时间：
2023
期刊：
Developmental Psychology
影响因子：
4
作者：
Bustamante, Andres S.;Bermudez, Vanessa N.;Ochoa, Karlena D.;Belgrave, Ashlee B.;Vandell, Deborah Lowe
通讯作者：
Vandell, Deborah Lowe

Too Much or Nothing at All: Racialized Administrative Burdens and Higher Education Policy Communication in Texas

太多或根本没有：德克萨斯州的种族化行政负担和高等教育政策沟通