CAREER: Second Chance STEM: Uncovering school policies structuring access to and engagement in high school STEM credit recovery

职业：第二次机会 STEM：揭示学校政策，构建高中 STEM 学分恢复的获取和参与

• 批准号: 2237703
• 负责人: Samantha Viano
• 金额: $ 104.46万
• 依托单位: George Mason University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-15 至 2028-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2237703&HistoricalAwards=false
• 关键词: CAREER; Second; Chance; STEM; Uncovering

Online STEM credit courses have become attractive to school leaders as a way to support students who fail STEM courses in face-to-face school year settings. However, there is little research about the processes involved in how schools make decisions regarding student credit recovery. The available research focuses solely on student results and is not definitive enough to support important policy decisions at the district level. This research brings redress to this policy dilemma. The researcher will conduct three individual studies. The first study will be located in 14 schools in a large and demographically changing suburban school district. This work will be followed by a survey of optimal policy/practice combinations at the level of this particular district. Finally, results from the first two studies will support a national level survey using a representative sample from the RAND American School Leadership Panel. Results from the three studies will be interwoven to deliver a theoretical and empirical framework to support policy makers engaged in STEM credit recovery programs. Together the studies will integrate critical components of program success, cost, student engagement, and pedagogy. This is a Faculty Early Career Development Program (CAREER) project responsive to Program Solicitation NSF 22-586 and funded jointly by the Discovery Research PreK-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics, and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches, and NSF's EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.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.

在线STEM学分课程已经成为吸引学校领导的一种方式，以支持谁在面对面的学年设置STEM课程失败的学生。然而，关于学校如何做出学生学分恢复决策所涉及的过程的研究很少。现有的研究只侧重于学生的成绩，不足以支持地区一级的重要政策决定。这项研究解决了这一政策困境。研究人员将进行三项单独研究。第一项研究将在一个人口不断变化的大型郊区学区的14所学校进行。 在这项工作之后，将对这一特定地区一级的最佳政策/做法组合进行调查。最后，前两项研究的结果将支持一项全国性的调查，该调查使用了来自兰德美国学校领导小组的代表性样本。这三项研究的结果将相互交织，以提供一个理论和实证框架，以支持参与STEM信贷恢复计划的政策制定者。这些研究将整合计划成功，成本，学生参与和教学法的关键组成部分。这是一个教师早期职业发展计划（CAREER）项目，响应计划征集NSF 22-586，并由发现研究PreK-12计划共同资助，该计划旨在通过研究和开发STEM教育创新和方法，显著提高PreK-12学生和教师对科学，技术，工程，数学和计算机科学（STEM）的学习和教学。NSF的EDU核心研究（ECR）计划。ECR计划强调基础STEM教育研究，产生该领域的基础知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响力审查标准进行评估，被认为值得支持。