SBP: Creating change in education systems: Can leadership-level inclusion training reduce achievement gaps?

SBP：创造教育系统变革：领导层包容性培训能否缩小成就差距？

• 批准号: 2013753
• 负责人: Stephanie Fryberg
• 金额: $ 46.21万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013753&HistoricalAwards=false
• 关键词: SBP; Creating; change; education; systems

The U.S. is more racially and ethnically diverse than at any other time in the nation's history. Yet achievement gaps continue to separate racial minority and lower-income students from White and higher-income students. Research designed to reduce these achievement gaps largely focuses on student characteristics, such as motivation, belonging, and performance. The resulting interventions often aim to change the way students engage with the school context. However, eliminating achievement gaps may require more than changing individual students. It may require changing the prevailing social norms and beliefs that undermine racial minority and low-income students' success. This project examines how school leaders might be trained to build culturally inclusive and sustainable learning environments. The goal is to shape the beliefs that schools and teachers hold about diverse students and the practices they use to engage students from different racial and social class backgrounds. These culturally inclusive changes in the learning environment are expected to improve racial minority and low-income students' academic outcomes by fostering a sense of belonging and positive beliefs about learning.This project uses a district-wide intervention to create cultural change within schools. The intervention focuses on teaching educational leaders to understand and validate multiple cultural ways of being in their schools and classrooms, such that all students feel that they belong and are capable of succeeding in school. Educational leaders will learn to change their school cultures by attending week-long workshops that provide theoretical and practical information about engaging cultural differences in educational contexts. The workshop curriculum has been piloted with educators and works to bridge the gap between empirical research and real-world classroom experiences. The curriculum reflects research-based understandings of how culture influences cognitive development, motivation, and emotional expression. It also offers concrete strategies for applying empirical knowledge in educational settings. The research examines how this intervention shapes a) the policies district and school leadership enact; b) the classroom cultures teachers create and the practices they use with diverse students; and c) students' psychological and academic outcomes, particularly among racial minority and low-income students. Teaching institutional leaders to understand and validate diverse cultural backgrounds is expected to improve minority and low-income students' educational experiences and reduce racial and social class achievement gaps.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.

美国在种族和种族上的多样性比美国历史上的任何其他时间都更加多样化。然而，成就差距继续将少数族裔和低收入学生与白人和高收入学生分开。旨在减少这些成就差距的研究主要集中在学生特征上，例如动机，归属和表现。由此产生的干预措施通常旨在改变学生与学校背景的互动方式。 但是，消除成就差距可能不仅需要改变个别学生。 它可能需要改变破坏少数族裔和低收入学生成功的现行社会规范和信念。该项目研究了如何对学校领导者进行培训，以建立文化包容和可持续的学习环境。目的是塑造学校和教师对不同的学生以及他们用来吸引来自不同种族和社会阶层背景的学生的实践的信念。预计学习环境中的这些文化包容性变化有望通过培养对学习的归属感和积极的信念来改善少数族裔和低收入学生的学术成果。该项目使用地区范围的干预措施在学校内部创造文化变革。该干预措施着重于教育领导者了解和验证在学校和教室中的多种文化方式，以使所有学生都觉得自己属于并且有能力在学校取得成功。教育领袖将通过参加为期一周的讲习班来学会改变他们的学校文化，这些讲习班提供有关在教育环境中引起文化差异的理论和实用信息。研讨会课程已由教育工作者进行了试验，并努力弥合经验研究和现实世界中的课堂经验之间的差距。该课程反映了对文化如何影响认知发展，动机和情感表达的理解。它还提供了在教育环境中运用经验知识的具体策略。该研究研究了这种干预措施如何塑造a）政策区和学校领导层制定； b）教师教师创造的教室文化以及他们与不同学生使用的实践； c）学生的心理和学术成果，尤其是在少数族裔和低收入学生中。教授机构领导者了解和验证多样化的文化背景将有望改善少数群体和低收入学生的教育经验，并减少种族和社会阶级的成就差距。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响来通过评估来获得支持的。