Teacher Collaborative for Culturally Relevant Mathematics and Science Curricula

为了有效，教师需要对支持所有学生成功的框架有很强的理论理解，特别是那些历史上学校服务不足的学生。文化相关教学法（CRP）是一个将学生及其经验置于教学中心的框架。文化相关的数学和科学教学（CRMST），更具体地说，描述了公平的科学和数学教学实践，支持学生在学校的成功。该项目涉及小学教师在为期3天的会议，重点是CRP和CRMST。该会议旨在形成一个教师协作，分享经验和资源，相互学习，并创建自己的文化相关的科学和数学单元，用于他们的课堂。为了促进教师学习，会议包括由当地和国家内容领域专家，教师教育工作者和在课堂上使用文化相关的科学/数学课程的STEM教师领导者领导的各种研讨会和活动。在会议结束后的一年里，教师将获得战略支持，通过每月的教师协作会议和课堂支持，继续设计和实施CRMST。在项目年结束时，教师将参加一个公共课程展览会，展示他们的项目，并允许他们分享他们学到的东西。该项目的研究部分将使用与文化相关的教学法和框架，描述CRMST的发展轨迹作为理论和分析框架。特别是，后一个框架描述了参与CRP的关键思想的水平，并出席，例如，教师是否参与变革性决策，从个人或结构的角度处理问题，并认识到他们对CRMST学习的紧张和不适。该研究将侧重于了解更多关于教师如何从合作机会中受益，以及他们如何发展对CRMST的理解。 数据来源将包括：文化相关的数学和科学课程（CR-MASC）单元，课堂观察，现场笔记，并从教师参与者收集的调查。有关实践和结构，支持教师走向CRMST，以及示范CR-MASC单位的调查结果，将有助于研究和实践，旨在改善科学和数学学习经验的边缘化学习者的教师教育。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师对STEM科目的学习和教学。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。

To be effective, teachers need a strong theoretical understanding of the frameworks that support success for all students, especially those students historically underserved by schools. Culturally relevant pedagogy (CRP) is a framework that puts students and their experiences at the center of teaching. Culturally relevant math and science teaching (CRMST), more specifically, describes equitable science and math teaching practices that support student success in schools. This project involves elementary teachers in a 3-day conference focusing on CRP and CRMST. The conference is designed to form a teacher collaborative to share experiences and resources, learn from one another, and create their own culturally relevant science and math units for use in their classrooms. To boost teacher learning, the conference includes a variety of workshops and activities led by local and national content area experts, teacher educators, and STEM teacher-leaders who use culturally relevant science/math curricula in their classrooms. In the year following the conference, teachers will be strategically supported to continue designing and implementing CRMST through monthly teacher collaborative meetings and in-classroom support. At the end of the project year, teachers will participate in a public curriculum fair that showcases their projects and allows them to share what they have learned. The research component of this project will use culturally relevant pedagogy and a framework that describes trajectories of development for CRMST as theoretical and analytical frameworks. In particular, the latter framework describes levels of engagement with key ideas from CRP and attends to, for example, whether teachers engage with transformative decision making, grapple with issues from an individual or structural perspective, and recognize tensions and discomfort in their learnings about CRMST. The research will focus on learning more about how teachers benefit from collaborative opportunities and how they develop understandings about CRMST. Data sources will include: culturally relevant mathematics and science curricula (CR-MASC) units, classroom observations, field notes, and surveys collected from the teacher participants. Findings about practices and structures that support teachers’ movement towards CRMST, as well as exemplary CR-MASC units, will contribute to research and practice in teacher education aimed at improving science and math learning experiences for marginalized learners. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of STEM subjects 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.