Supporting Consequential Learning in Middle School STEM through Rightful Familial Presence

通过合法的家庭存在支持中学 STEM 的后续学习

• 批准号: 2201083
• 负责人: Angela Calabrese Barton
• 金额: $ 112万
• 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: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201083&HistoricalAwards=false
• 关键词: Supporting; Consequential; Learning; Middle; STEM

Familial presence in school supports children’s learning. However, few models exist that illustrate forms of familial presence in STEM learning that center familial cultural knowledge and practice. The project will produce a model for familial engagement in STEM along with instructional tools and illustrative case-studies that can be used by teachers and school districts nationally in support of increasing students’ STEM learning. This three-year study investigates new instructional practices that support rightful familial presence in STEM as a mechanism to address the continued racial and class gaps in STEM achievement for historically marginalized students. Rightful familial presence is a powerful form of authentic family engagement that legitimizes families’ community cultural capital. It fosters capital movement between families and schools, especially when these forms of capital have historically been marginalized within STEM learning. This awarded is funded by the Discovery Research preK-12 program (DRK-12) which 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.The goals of the Rightful Familial Presence in STEM project are 1) to collaborate with 6th grade teachers and family members to produce a model for familial engagement, and 2) to study whether and how the model supports opportunities for equitable and consequential student learning in two different STEM content areas among middle school students from underrepresented backgrounds. The project seeks to advance theory by developing practice-based, theory-driven empirical understandings of how rightful familial presence supports STEM teaching and learning. Over three years and using cycles of participatory design-based intervention research, the Rightful Familial Presence in STEM intervention will be designed, tested and refined. Teachers and family members will collaboratively engage in new activity systems that will yield insights into STEM-specific curricular and instructional practices for equitable middle school STEM education. This project brings together teachers from two large urban public school districts, community leaders, parents and family members and researchers at the University of Michigan and the University of North Carolina at Greensboro. The project seeks to yield a) new knowledge on how instructional practices may foster new forms of rightful familial presence in support of student learning, and how teachers make sense of and take up these practices; and b) a practice framework with fleshed out teacher and familial roles to systemically increase rightful familial presence in middle school STEM learning, to be shared as explained in our communication plan.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.

家庭成员在学校的存在有助于儿童的学习。然而，很少有模型能够说明STEM学习中以家庭文化知识和实践为中心的家庭存在形式。该项目将制作一个家庭参与STEM的模式，沿着教学工具和说明性案例研究，可供全国教师和学区使用，以支持增加学生的STEM学习。这项为期三年的研究调查了新的教学实践，支持STEM中的合法家庭存在，作为解决历史上边缘化学生在STEM成就中持续存在的种族和阶级差距的机制。正当的家庭存在是一种强有力的真正的家庭参与形式，使家庭的社区文化资本合法化。它促进了家庭和学校之间的资本流动，特别是当这些形式的资本在STEM学习中历来被边缘化时。该奖项由发现研究preK-12计划（DRK-12）资助，该计划旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供理论和经验依据。STEM项目中的正当家庭存在的目标是1）与六年级教师和家庭成员合作，产生家庭参与的模式，和2）研究该模型是否以及如何支持来自代表性不足背景的中学生在两个不同的STEM内容领域中公平和相应的学生学习机会。该项目旨在通过发展以实践为基础的，理论驱动的经验性理解如何合理的家庭存在支持STEM教学和学习来推进理论。在三年多的时间里，利用参与式设计为基础的干预研究周期，将设计、测试和完善STEM干预中的正当家庭存在。教师和家庭成员将合作参与新的活动系统，这些系统将为公平的中学STEM教育提供STEM特定课程和教学实践的见解。该项目汇集了来自两个大的城市公立学区的教师、社区领袖、家长和家庭成员以及密歇根大学和格林斯伯勒的北卡罗来纳州大学的研究人员。该项目力求：（a）关于教学实践如何促进新形式的合法家庭存在以支持学生学习的新知识，以及教师如何理解和采用这些实践;和B）一个实践框架，充实教师和家庭的角色，以系统地增加中学STEM学习中的合法家庭存在，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。