CAREER: Creating a model for teachers to bridge cultural divides and provide students with culturally relevant pedagogy

职业：为教师创建一个弥合文化鸿沟的模型，并为学生提供文化相关的教学法

• 批准号: 2045505
• 负责人: Ginger Shultz
• 金额: $ 82.47万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2045505&HistoricalAwards=false
• 关键词: CAREER; Creating; model; teachers; bridge

This project aims to increase the support students from non-dominant groups receive in schools by understanding better how teacher training and curricular resources can make curricula relevant and compelling to those students. Culturally relevant education makes visible the value of students’ diverse perspectives and experiences and may better support underserved students in STEM. While culturally relevant educational approaches are powerful, they rely on the teachers' competence in the culture of their students for implementation. The majority of those teaching in underserved communities are unlikely to share backgrounds and experiences with students from non-dominant groups. This means that teachers may be under-equipped to meaningfully implement culturally relevant practices or otherwise effectively teach students from non-dominant communities. This project aims to improve the field's understanding of how STEM teachers who come from cultural backgrounds that are different from their students, take up culturally responsive approaches. The strategy is to investigate in-service teachers’ use of the Iñupiaq Learning Framework—a framework developed by the Iñupiat community in Arctic Alaska and centered on Iñupiaq values and culture. The project is generalizing findings from this particular situation to provide a model for supporting teachers to provide culturally relevant pedagogy to students from non-dominant groups. This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. This project is funded by the EHR Core Research program.Project objectives will be accomplished through a series of teacher-focused professional development activities in the North Slope Borough School District in Utqiaġvik, Alaska, where teachers are familiar with the Iñupiaq Learning Framework. Because the majority of teachers in the district are not Native Alaskan and are from other parts of the U.S., the project is studying how they interpret, adapt, and use the framework in their classrooms. The project expands upon existing studies investigating teacher growth when Indigenous knowledge is the focus by capturing the experiences of 12 "outsider" teachers (defined as those who are not native Iñupiat) who participate in a community-based design process. By collaborating with Iñupiat community members to identify problems of interest to the community and resources to explore these problems, the project is developing place-based science inquiry activities that intersect Iñupiaq culture with Western science practices. Finally, to support the implementation of the designed activities in the classroom, the same teachers are working together with students and community members in a learning community to implement and adapt the modules in their classrooms. This project is providing an account of how participation in community-based design can be used to support "outsider" STEM teachers in taking up classroom practices that honor community culture and values. Products of this work include a culturally relevant curriculum for Iñupiat students that will be available in a curriculum repository that collects place-based materials. Other products include research results that answer questions about how "outsiders" come to understand ways of instructing students in culturally relevant ways.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.

该项目旨在通过更好地了解教师培训和课程资源如何使课程对非主导群体的学生具有相关性和吸引力，增加对这些学生的支持。与文化相关的教育使学生的不同观点和经验的价值可见，并可能更好地支持STEM中得不到充分服务的学生。虽然与文化相关的教育方法很有效，但它们的实施有赖于教师了解学生文化的能力。大多数在服务不足的社区教书的人不太可能与来自非主要群体的学生分享背景和经验。这意味着教师可能没有足够的能力有意义地实施与文化相关的做法，或以其他方式有效地教授来自非主流社区的学生。该项目旨在提高该领域对来自与学生不同文化背景的STEM教师如何采取文化响应方法的理解。该战略是调查在职教师使用伊努皮亚克学习框架的情况，这是阿拉斯加北极地区伊努皮亚特社区制定的一个框架，以伊努皮亚克价值观和文化为中心。该项目正在归纳这一特殊情况的调查结果，以提供一个模式，支持教师向非主导群体的学生提供文化上相关的教学法。 这是一个教师早期职业发展计划项目，响应国家科学基金会范围内的活动，提供最负盛名的奖项，以支持有潜力在研究和教育中担任学术榜样的早期职业教师。该项目由EHR核心研究计划资助。项目目标将通过在阿拉斯加州Utqiagivik的北坡自治市学区开展一系列以教师为中心的专业发展活动来实现，那里的教师熟悉Iñupiaq学习框架。因为该地区的大多数教师不是阿拉斯加土著，而是来自美国其他地区，该项目正在研究他们如何在课堂上解释，调整和使用该框架。该项目通过收集12名参与社区设计进程的“外来”教师（定义为非土著伊努皮亚特人）的经验，扩大了以土著知识为重点调查教师成长的现有研究。通过与伊努皮亚特社区成员合作，确定社区感兴趣的问题和探索这些问题的资源，该项目正在开展以地方为基础的科学调查活动，将伊努皮亚特文化与西方科学实践相结合。最后，为了支持在课堂上实施所设计的活动，这些教师与学生和社区成员在一个学习社区中共同努力，在他们的课堂上实施和调整这些模块。这个项目提供了一个帐户，如何参与基于社区的设计可以用来支持“局外人”的STEM教师采取课堂实践，荣誉社区文化和价值观。这项工作的成果包括为伊努皮亚特学生编制的文化相关课程，该课程将在一个收集地方材料的课程库中提供。其他产品包括回答“局外人”如何理解以文化相关方式指导学生的方法的问题的研究成果。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而被认为值得支持。