Culturally Responsive, Affective-Focused Teaching of Science and Mathematics

文化响应、注重情感的科学和数学教学

• 批准号: 2101277
• 负责人: Julie Brown
• 金额: $ 144.86万
• 依托单位: University of Florida
• 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: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101277&HistoricalAwards=false
• 关键词: Culturally; Responsive; Affective; Focused; Teaching

Students and professionals who identify as Black, Indigenous, or people of color (BIPOC) continue to be underrepresented in STEM fields. Broadening participation in STEM requires a change in how K-12 STEM teachers engage and educate students who identify as BIPOC. Research has demonstrated that cultural and social justice connections can lead to positive academic outcomes for students who identify as BIPOC in science and mathematics. This project will provide a field-based science and mathematics teacher education program that supports teaching focused on students’ affective development through culturally responsive practices. In this project, affective development is defined by students’ abilities to incorporate their science and mathematics learning into their own unique personal value systems. The project's field-based teacher education program takes place over a two-year period and models how culturally responsive and affective instruction can occur in the STEM classroom to engage students. The project participants include 48 secondary science and mathematics teachers who work with about 5300 students in a district with some of the most persistent and pronounced educational equity issues in the state of Florida. The associated research will have implications for theory and practice that can be extended to improve STEM educator development in schools and districts throughout the country. This aligns with NSF’s commitment to advancing K-12 student and teacher learning in the STEM disciplines through research-based design and development of innovative models.Using design-based implementation research, this project will accomplish the following objectives: (1) transform the practices of a district-wide set of 48 secondary science and mathematics teachers by equipping them with culturally responsive, affective-focused practices and leadership skills; (2) construct tools and resources that will serve as open-access professional development materials shared widely via learning management tools; and (3) develop an evidence-based and adaptable theory of change to share widely with the STEM education community. The research plan draws on both qualitative and quantitative research methods to study the experiences and changes of science and mathematics teachers and their students as they experience continuously refined versions of the teacher education model. In particular, this project focuses on studying teacher and student outcomes, including teachers’ culturally responsive, affective-focused practices and self-efficacy, their understanding of student values and cultural backgrounds, and their attitudes toward cultural diversity; growth in students’ affective development and STEM achievement, their interest in STEM careers, and STEM identity development. Answers to the research questions will provide empirically-driven means for developing both the practical tools and the theoretical models of change toward STEM teacher transformation and positive impacts for students who identify as BIPOC.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

学生和专业人士谁确定为黑人，土著，或有色人种（BIPOC）继续在干领域代表性不足。扩大对STEM的参与需要改变K-12 STEM教师如何参与和教育BIPOC学生。研究表明，文化和社会正义的联系可以为那些在科学和数学方面被认定为BIPOC的学生带来积极的学术成果。该项目将提供一个以实地为基础的科学和数学教师教育方案，支持通过文化反应实践注重学生情感发展的教学。在这个项目中，情感发展的定义是学生的能力，将他们的科学和数学学习纳入自己独特的个人价值体系。该项目的基于实地的教师教育计划为期两年，并模拟了如何在STEM课堂上进行文化响应和情感教学，以吸引学生。该项目的参与者包括48名中学科学和数学教师，他们与佛罗里达州一些最持久和最突出的教育公平问题的地区的约5300名学生一起工作。相关的研究将对理论和实践产生影响，可以扩展到改善全国学校和地区的STEM教育工作者的发展。这与NSF致力于通过基于研究的设计和创新模型的开发来促进K-12学生和教师在STEM学科的学习的承诺是一致的。利用基于设计的实施研究，该项目将实现以下目标：（1）改变全区48名中学科学和数学教师的做法，为他们提供文化上敏感的，（2）构建工具和资源，作为开放获取的专业发展材料，通过学习管理工具广泛分享;（3）开发基于证据的适应性变革理论，与STEM教育界广泛分享。该研究计划借鉴了定性和定量的研究方法来研究科学和数学教师和他们的学生的经验和变化，因为他们经历不断完善的版本的教师教育模式。特别是，该项目侧重于研究教师和学生的成果，包括教师的文化反应，情感为重点的做法和自我效能，他们对学生的价值观和文化背景的理解，以及他们对文化多样性的态度;学生的情感发展和STEM成就的增长，他们对STEM职业的兴趣，以及STEM身份的发展。对研究问题的回答将为开发实践工具和理论模型提供驱动手段，以实现STEM教师转型，并为确定为BIPOC的学生产生积极影响。发现研究preK-12计划（DRK-12）旨在通过preK-12学生和教师显着提高科学，技术，工程和数学（STEM）的学习和教学，通过研究和开发创新资源、模式和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。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。