课题基金 / 基金详情

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

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
批准号:
1749275
负责人:
Felice Levine
金额:
$430.0万
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
项目状态:
未结题
起止时间:
2017-08-15 至 2025-07-31

项目摘要

项目成果

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中文摘要
翻译
该项目是为了响应EHR核心研究(ECR)计划公告NSF 15-509而提交的。在STEM教育的基础研究ECR计划提供资金在关键的研究领域是必不可少的,广泛的和持久的。EHR寻求有助于综合,建立和/或扩大以下重点领域研究基础的建议:STEM学习,STEM学习环境,STEM劳动力发展和扩大STEM参与。ECR计划的特点是强调积累强有力的证据,以(a)理解,(B)建立理论来解释,(c)提出干预措施(和创新),以解决STEM兴趣,教育,学习和参与方面的持续挑战。根据EHR的核心研究目标,美国教育研究协会(AERA)赠款计划将为博士生提供有竞争力的研究补助金-用于论文工作,以及对国家教育统计中心(NCES)的大型国家和国际数据集进行二级分析的早期职业教育研究科学家。该项目有三个目标:该计划的主要目标将使新的和年轻的学者多元化的人才库,追求相关的STEM政策和实践的基础研究,利用大规模的数据库。具体而言,该计划将侧重于:1)加强目前的论文和研究赠款计划; 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,该计划将允许研究人员将这些大型STEM数据库与其他大数据源(例如通过个人数字助理或社交媒体收集的数据)联系起来并进行研究。最后,该计划将支持一项促进与研究人员和非研究人员沟通的战略。
英文摘要
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.
期刊论文(58)
专著(0)
科研奖励(0)
会议论文
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: --
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
DOI: 10.1080/0161956x.2023.2160159
发表时间: 2023
期刊: Peabody Journal of Education
影响因子: --
作者: [Baker, Dominique J., McCloud, Laila]
通讯作者: McCloud, Laila
50
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