The Advancing Coherent and Equitable Systems of Science Education Project

推进连贯和公平的科学教育系统项目

• 批准号: 1920249
• 负责人: Philip Bell
• 金额: $ 350万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1920249&HistoricalAwards=false
• 关键词: Advancing; Coherent; Equitable; Systems; Science

This project will examine how partnerships among state science leaders, education researchers and education practitioners cultivate vertical coherence and equity in state science education. This is an important study because in most states, the student population is becoming more diverse, and states need help in finding ways to better serve schools and districts within their jurisdictions. Through this effort, state science leaders will participate in a networked improvement community model organized to develop and test state-level strategies. Specifically, the focus will be on the adaptation of instructional materials and formative assessment as linked policy strategies for aligning curriculum, instruction, and assessment and for relating instruction to the interests and histories of local communities. State science leaders and researchers will investigate how and under what conditions certain strategies support the emergence of coherent and equitable state systems of science education in which all students have opportunities to meet challenging new science standards. The project will build knowledge and theory about the conditions under which a network of state teams can promote coherent guidance for culturally-based instruction in local districts and schools. Together the partners will collaborate to diagnose current challenges to promoting coherence and equity and then develop knowledge and resources about conditions that promote coherence and equity by testing and studying strategies for cultivating it.An iterative design-based research approach will be used to build foundational knowledge for the equitable implementation of the vision of science and engineering learning that integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts working from a cultural perspective on learning. A multiple-case study will be used to collect data about the impact of the networked improvement community model on leadership development to effectively improve state efforts. Surveys and interviews will be used to gather information on co-designing efforts, use and adaptation of resources, and knowledge gained by state science leaders. Data will also be collected on political conditions and infrastructures of teamwork as potential facilitators and barriers to the development of strategic knowledge leadership. Analyses of data will identify patterns or configurations of conditions associated with growth in science leaders' strategic knowledge leadership related to equity. This technique will generate evidence-based claims for how and when supports and barriers matter for growth in strategic knowledge leadership for equity.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将研究国家科学领导人，教育研究人员和教育实践者之间的伙伴关系如何培养国家科学教育的纵向一致性和公平性。这是一项重要的研究，因为在大多数州，学生群体正变得越来越多样化，各州需要帮助找到更好地为辖区内的学校和地区服务的方法。通过这一努力，州科学领导人将参与一个网络化的改进社区模型，该模型旨在制定和测试州一级的战略。具体而言，重点将是调整教材和形成性评估，作为调整课程、教学和评估以及将教学与当地社区的利益和历史联系起来的政策战略。国家科学领导人和研究人员将调查如何以及在什么条件下，某些战略支持科学教育的连贯和公平的国家系统的出现，所有学生都有机会满足具有挑战性的新科学标准。该项目将建立关于国家小组网络在何种条件下可以促进对地方地区和学校基于文化的教学的一致指导的知识和理论。合作伙伴将共同合作，诊断当前在促进一致性和公平方面面临的挑战，然后通过测试和研究培养一致性和公平的战略，开发有关促进一致性和公平的条件的知识和资源。将采用迭代的基于设计的研究方法，为公平实施科学和工程学习的愿景建立基础知识，科学和工程实践，以及从文化角度对学习的交叉概念。一个多案例研究将被用来收集数据的影响，网络化的改进社区模型对领导力的发展，以有效地提高国家的努力。调查和访谈将用于收集有关共同设计工作，资源使用和适应以及国家科学领导人获得的知识的信息。还将收集关于政治条件和团队合作基础设施的数据，这些因素可能促进和阻碍战略知识领导力的发展。对数据的分析将确定与科学领导者与公平有关的战略知识领导力增长相关的条件模式或配置。这项技术将产生以证据为基础的索赔如何以及何时支持和障碍的重要性增长的战略知识领导权的equity.This奖项反映了NSF的法定使命，并已被认为是值得支持，通过评估使用基金会的知识价值和更广泛的影响审查标准。

项目成果

Infrastructuring Teacher Learning about Equitable Science Instruction

为教师学习公平科学教学提供基础设施

• DOI: 10.1080/1046560x.2019.1668218
• 发表时间: 2019
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Bell, Philip