A Team-Based Model for Co-Adapting Existing Middle-School Science Curricula for Culturally and Linguistically Diverse Learners

基于团队的模型，为文化和语言多样化的学习者共同调整现有的中学科学课程

• 批准号: 2247435
• 负责人: Jie Zhang
• 金额: $ 206.83万
• 依托单位: University of Houston
• 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: 2023-07-15 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2247435&HistoricalAwards=false
• 关键词: Team; Based; Model; Co; Adapting

Today’s schools are experiencing increasing cultural and linguistic diversity and facing the challenge of creating meaningful connections between school science and student lived experiences outside of school. Middle school is a critical time to provide fundamental knowledge and encourage interest in STEM careers. In order to best impact learners during this critical period, science teachers need improved models to support the development and delivery of relevant curriculum materials to better serve all students in their classrooms. Highly supported design teams consisting of researchers, teachers, and both school and district science specialists will co-adapt existing district-generated science units to integrate socially and culturally relevant science practices and draw on students' diverse cultural and language practices as strengths. This series of studies will evaluate student impact as well as if and how science curricular co-design experiences impact teaching and productive collaboration within the schools. This project will provide foundational knowledge for the development of a teacher-researcher co-design model.This study will focus on middle school grades and take place in a highly diverse urban school district in Texas in which 44% of the student population are emergent bilinguals. In this four-year project, the co-design teams will follow design-based research (DBR) models to iteratively develop, implement, refine, and test a model that aims to adapt existing standards-based, grades 6-8 science district curricular units. The project will support two cohorts of grades 6-8 teachers to co-adapt multiple science units using a cascade approach. In year 1, 12 cohort 1 teachers (four in each grade) will co-design, implement, and refine a unit per grade level. In year 2, the units from year 1 will be used as a model to help cohort 2 of 12 additional teachers (four in each grade) to co-design a second set of units. In year 3, both cohorts will revise the previously designed units and adapt additional units. In year 4, cohort 1 teachers will be followed up with the strategic decreasing of scaffolding, and cohort 2 teachers will continue another co-design cycle. Multiple quantitative and qualitative data sources will be collected to inform the iterative development of co-design cycles and explore ways to leverage students’ cultural and language practices in lesson design and implementation, as well as to assess opportunities and constraints teachers encounter during curriculum adaptation. Teacher outcomes (beliefs about teaching science for diversity, curriculum development capacity, and instructional practices) and student outcomes (science learning and use of science language) will also be assessed. The resulting theory-based and field-tested co-design model along with the revised and tested unit/lesson plans, tools and strategies will be shared with school districts and researchers interested in adapting these resources to their contexts. This project is funded by NSF’s Discovery Research PreK-12 (DRK-12) program. The DRK-12 program 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.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.

当今的学校正在经历越来越多的文化和语言多样性，并且面临着在学校科学与学生生活经验之间建立有意义联系的挑战。中学是提供对STEM职业的基本知识和鼓励兴趣的关键时刻。为了在这个关键时期最大程度地影响学习者，科学教师需要改进的模型来支持开发和提供相关的课程材料，以更好地为教室中的所有学生提供服务。由研究人员，教师以及学校和地区科学专家组成的备受支持的设计团队将共同适应现有的地区生成的科学单位，以融合社会和文化相关的科学实践，并利用学生的不同文化和语言实践作为优势。这一系列研究将评估学生的影响，以及科学课程共同设计经验如何影响学校内的教学和产品合作。该项目将为开发教师共同设计模型提供基本知识。这项研究将重点放在中学成绩上，并在德克萨斯州高度多样化的城市学区进行，其中44％的学生人数是紧急双语者。在这个为期四年的项目中，共同设计团队将遵循基于设计的研究（DBR）模型，以迭代开发，实施，完善和测试旨在调整基于标准的6 - 8年级科学区课程单元的模型。该项目将支持两名6 - 8年级教师的同伙，使用级联方法共同适应多个科学单位。在第1年中，有12名队列（每个年级的4个）将共同设计，实施和完善每个年级单位。在第2年，第一年的单位将用作模型，以帮助额外的12位教师中的2个（每个年级4个）共同设计第二组单位。在第3年，两个队列将修改先前设计的单元并适应其他单位。在第4年，将跟踪1个教师的脚手架战略减少，而同时2教师将继续另一个共同设计周期。将收集多个定量和定性数据源，以告知共同设计周期的迭代发展，并探索在课程设计和实施中利用学生的文化和语言实践的方法，并评估教师在课程适应过程中遇到的机会和约束。还将评估教师成果（关于多样性，课程发展能力和教学实践的教学的信念）和学生成果（科学学习和科学语言的使用）。由此产生的基于理论和现场测试的共同设计模型以及经过修订和测试的单元/课程计划，工具和策略将与有兴趣将这些资源调整到其上下文中的学区和研究人员共享。该项目由NSF的Discovery Research PreK-12（DRK-12）计划资助。 DRK-12计划旨在通过PreK-12学生和教师的STEM教育创新和方法的研究和开发来显着增强科学，技术，工程，数学和计算机科学（STEM）的学习和教学。该奖项反映了NSF的法定任务，并认为通过基金会的知识优点和广泛的crietia criperia criperia criperia criperia criperia criperia criperia criperia cribitia criperia criperia criperia criperia criperia cripitia criperia criperia criperia scriperia scription s诚实诚实。