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A Networked Improvement Community Approach to School-wide Transformation, Teacher Agency, and Minoritized Students’ Climate Science Learning and Belonging

针对全校转型、教师代理和少数学生的网络化改进社区方法 — 气候科学学习和归属感

基本信息

批准号：
2049130
负责人：
Karina Garbesi
金额：
$ 149.68万
依托单位：
California State University, East Bay Foundation, Inc.
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-07-01 至 2025-06-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2049130&HistoricalAwards=false
关键词：
Networked Improvement Community Approach wide

项目摘要

Incorporating urgent issues of social and environmental justice into environmental science teaching can harness youth’s real-world interests and improve their engagement, learning, sense of belonging, and career interests. This may be especially true for students who are directly experiencing the intertwined burdens of structural racism and environmental injustice. This project will adapt and extend successful Solar Suitcase curricula that explicitly link technology learning experiences to environmental science and social purpose. Examples include carbon-neutral energy technologies for electricity generation and transportation, off-grid solar power for disaster preparedness and response, and apps allowing for direct participation in science and supporting community outreach for local resilience projects. Situated in a largely Latinx community, this project explores the transformation of school-wide pedagogy for a high school and feeder middle school through Networked Improvement Community (NIC). The NIC, comprised of teachers, students, community-based organizations, and university faculty, will engage in co-development and improvement science research. If as successful as the focus groups that envisioned it, this project will offer an innovative approach to school-wide transformation. 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. Critical transformation learning (CTL) provides the theoretical framework for this project. CTL focuses on how people think, behave and relate to the natural environment, and to the local and global community. As such, CTL-driven educational practices directly address students’ lived socio-historical experience while also considering the climate crisis and its adverse impacts on students’ engagement in learning and connection to society. The team will develop and maintain an NIC that draws on partnerships between teachers, principals, students, community-based organizations, and university faculty. Research participation will include two schools and their principals, 28 teachers and 600 students. Using iterative improvement cycles the NIC will co-create, test, and improve an integrated climate-justice/climate-science curriculum to support student learning, including environmental content knowledge, STEM and ICT engagement and belonging, and related career interest. The curriculum development and implementation are a major activity of the NIC, and the curriculum will be shared widely. However, the primary outcome sought is school-wide transformation, including teacher and student identity as agents of change in the community based on STEM engagement and knowledge. The project will draw on surveys, interviews, audio recordings, classroom observations, field notes and hierarchical linear modeling to investigate whether and how co-creation through an NIC can lead to rapid educational innovation that optimizes whole school, teacher and student outcomes.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.

将社会和环境正义的紧迫问题纳入环境科学教学，可以利用青年的现实世界的利益，提高他们的参与，学习，归属感和职业兴趣。对于那些直接经历结构性种族主义和环境不公正交织在一起的负担的学生来说，这可能尤其如此。该项目将调整和扩展成功的Solar Suitcase课程，将技术学习经验与环境科学和社会目的明确联系起来。例子包括用于发电和运输的碳中和能源技术，用于备灾和救灾的离网太阳能，以及允许直接参与科学和支持社区推广当地复原力项目的应用程序。该项目位于一个主要是拉丁裔社区，通过网络改善社区（NIC）探索高中和支线中学的全校教学法的转变。NIC由教师、学生、社区组织和大学教师组成，将参与共同发展和改进科学研究。如果成功的焦点小组，设想它，这个项目将提供一个创新的方法，以学校范围内的转变。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对实践，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，工程和数学（STEM）以及信息和通信技术（ICT）职业的知识和兴趣。批判性转化学习（CTL）为该项目提供了理论框架。CTL专注于人们如何思考，行为和与自然环境，以及当地和全球社区的关系。因此，RTL驱动的教育实践直接解决学生的生活社会历史经验，同时也考虑到气候危机及其对学生参与学习和与社会联系的不利影响。该小组将开发和维护一个NIC，利用教师，校长，学生，社区组织和大学教师之间的伙伴关系。参与研究的将包括两所学校及其校长、28名教师和600名学生。利用迭代改进周期，NIC将共同创建，测试和改进综合气候正义/气候科学课程，以支持学生学习，包括环境内容知识，STEM和ICT参与和归属感，以及相关的职业兴趣。课程的开发和实施是NIC的一项主要活动，课程将被广泛分享。然而，寻求的主要成果是全校范围内的转型，包括教师和学生的身份，作为基于STEM参与和知识的社区变革的推动者。该项目将利用调查，访谈，录音，课堂观察，现场笔记和分层线性模型来调查通过NIC的共同创造是否以及如何导致快速的教育创新，优化整个学校，该奖项反映了NSF的法定使命，并被认为是值得通过使用基金会的智力价值和更广泛的影响审查评估的支持的搜索.