Developing a culturally responsive pedagogical framework for STEM self-efficacy and career interest in the middle grades

为中年级学生制定 STEM 自我效能感和职业兴趣的文化响应式教学框架

• 批准号: 1949241
• 负责人: Jeffrey Hovermill
• 金额: $ 40万
• 依托单位: COCONINO, COUNTY OF
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949241&HistoricalAwards=false
• 关键词: Developing; culturally; responsive; pedagogical; framework

The goal of this project is to promote STEM self-efficacy and career interest among youth from the Navajo Nation through relevant and meaningful experiences with integrated STEM during their critical academic development years in middle school. To achieve this goal, the project partners with key stakeholder groups to co-create of a set of guidelines for STEM education that align to the cultural frameworks, interests, and needs of the Navajo Nation. The guidelines are used to support the design and implementation of a teacher professional development program and student curriculum for rural middle schools serving students from the Navajo Nation. The working groups charged with developing the guidelines will include representatives from the Navajo Nation, STEM professional organizations, and Diné Education leaders. The project engages teachers in professional development sessions in which they evaluate and discuss ways to apply the guidelines for cultural competence in STEM education to the middle-school context, learn how to use data-driven visualizations to support STEM disciplinary integration, and design and implement project-based learning units for their students that are technology rich and culturally responsive. Participating teachers have professional development and technical assistance support throughout the year as they implement a project-based STEM curricular unit focused on creation of data-driven visualizations of an identified community topic. The project activities will improve participating teachers' competence and confidence in working with technology in their classrooms in a way that is responsive to the cultural frameworks and perspectives of their students and communities. Project deliverables (guidelines, professional development model, and student STEM curriculum) will be available to education leaders and interested practitioners to support their own transition to culturally competent STEM. The project seeks to advance knowledge regarding tools and strategies for transforming STEM teaching and learning experiences for Indigenous students. Success of the project can lead to larger scale-up efforts to transform STEM education policy and practice for schools anddistricts serving Indigenous students.The project follows a design-based research methodology. The project research will include multiple iterative cycles of development, implementation, analysis, and redesign with three cohorts of two schools each (estimated total of 60 teachers and 1,500 students). Throughout each cycle of implementation and improvement of the professional development model, the project partners analyze and refine their research instruments and process, with input from stakeholders. With respect to teacher change, the project assesses teacher efficacy and perceived competence through survey measures. Observations of the professional development, focus groups, and analyses of the teachers’ lesson plans and units will also inform the analysis of data from teachers. Student impacts are measured through career interest and learning activation surveys, curriculum embedded assessments, observations of student learning, and formative feedback. The layered focus of project research with cultural competence and creation of data-driven visualizations will inform the future design of teacher learning experiences that foster student interest and efficacy in STEM through technology-rich, culturally relevant, and community focused projects. The research findings related to the effectiveness of using co-created guidelines for cultural competence to guide the design of teacher professional development and student curricular units can be used to inform the development of a set of guiding principles for STEM education serving under-represented groups in STEM.This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

该项目的目标是促进STEM自我效能和职业兴趣之间的青年从纳瓦霍民族通过相关的和有意义的经验与综合STEM在他们的关键学术发展年在中学。为了实现这一目标，该项目与主要利益相关者团体合作，共同制定一套符合纳瓦霍民族文化框架、利益和需求的STEM教育指导方针。 这些准则用于支持为纳瓦霍族学生服务的农村中学设计和实施教师专业发展方案和学生课程。负责制定指导方针的工作组将包括来自纳瓦霍民族，STEM专业组织和Diné教育领导人的代表。 该项目让教师参加专业发展会议，他们评估和讨论如何将STEM教育中的文化能力指导方针应用于中学环境，学习如何使用数据驱动的可视化来支持STEM学科整合，并设计和实施基于项目的学习单元为他们的学生提供技术丰富和文化响应。 参与教师全年都有专业发展和技术援助支持，因为他们实施了一个基于项目的STEM课程单元，重点是创建一个确定的社区主题的数据驱动的可视化。项目活动将提高参与教师的能力和信心，使他们能够以适应学生和社区的文化框架和观点的方式在课堂上使用技术。项目交付成果（指导方针，专业发展模型和学生STEM课程）将提供给教育领导者和感兴趣的从业者，以支持他们自己过渡到文化上胜任的STEM。该项目旨在增进有关工具和战略的知识，以改变土著学生的STEM教学和学习经验。该项目的成功可以导致更大规模的努力，以改变为土著学生服务的学校和地区的STEM教育政策和实践。 该项目研究将包括开发、实施、分析和重新设计的多个迭代周期，三个队列各有两所学校（估计共有60名教师和1,500名学生）。在专业发展模式的实施和改进的每个周期中，项目合作伙伴分析和完善他们的研究工具和过程，并听取利益相关者的意见。在教师变革方面，该项目通过调查措施评估教师效能和感知能力。 对教师专业发展的观察、焦点小组以及对教师教案和单元的分析也将为教师数据的分析提供信息。学生的影响是通过职业兴趣和学习积极性调查，课程嵌入式评估，学生学习的观察和形成性反馈。具有文化能力的项目研究的分层重点和数据驱动的可视化的创建将为教师学习体验的未来设计提供信息，通过技术丰富，文化相关和以社区为重点的项目来培养学生对STEM的兴趣和效能。 有关使用共同创建的文化能力指导方针来指导教师专业发展和学生课程单元设计的有效性的研究结果可以用于为STEM教育服务的STEM代表性不足的群体制定一套指导原则。该项目由学生和教师创新技术经验（ITEST）计划资助，它支持建立对实践，计划元素，背景和过程的理解的项目，有助于增加学生对科学，技术，工程的知识和兴趣，信息和通信技术（ICT）该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。