Culturally Responsive Elementary Science Teaching

文化响应式基础科学教学

• 批准号: 2300558
• 负责人: Deborah Hanuscin
• 金额: $ 173.05万
• 依托单位: Western Washington 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: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300558&HistoricalAwards=false
• 关键词: Culturally; Responsive; Elementary; Science; Teaching

Curriculum materials are not a script for teachers to follow, but a tool over which they exert agency as they make decisions about how to adapt the materials for use in their specific context with their particular students. Indeed, adaptation is necessary in order to ensure that teachers can provide equitable learning experiences for all students, particularly those from marginalized groups. Teachers' adaptations make a significant impact on both instruction and on students, and can have a considerable effect on curriculum-driven and equity-focused education reform interventions. While researchers have begun to identify patterns in teachers' curriculum adaptations, little is known about which kinds of adaptations support student learning or how teachers' capacity to adapt materials develops over time. Most current studies provide only a snapshot of teachers' curriculum implementation--often their first use of the materials--as opposed to successive curricular enactments. Because research indicates teachers need at least two iterations with curriculum materials in order to use them purposefully and skillfully, further research is needed to understand how teachers' adaptations change with experience using curriculum materials. This project will contribute valuable knowledge about how teachers' capacity to adapt curriculum materials develops over time, and has implications for the development of curriculum, professional development, and teacher education efforts to promote culturally-responsive instruction. This Level II Exploratory Project in the Teaching Strand of the DRK-12 program seeks to better understand how teachers' capacity and willingness to customize instructional approaches to meet standards and the needs of diverse student populations develops through initial practice and successive enactments of curriculum materials. This work will address current gaps in the literature and contribute to an overall understanding of how teachers develop the capacity to use curricula in ways that advance the goal of equitable science instruction. The overarching goals of the project include: 1) implementing a high-quality practicum-based professional development model for K-6 teachers; 2) conducting a comprehensive and rigorous program of research to examine associations between teachers' learned adaptations of curriculum over successive enactments of materials and pedagogical design capacity for culturally responsive instruction; and 3) disseminating project outcomes to a variety of stakeholders to produce broader impacts. Over three years, this project will work with a cohort of 30 elementary teachers, 30 preservice teachers, and approximately 1700 students. Professional development will be provided to introduce teachers to the Explore the Salish Sea (ESS) curriculum, which utilizes marine phenomena in the local environment to help students meet the Next Generation Science Standards. By examining four successive enactments of curriculum materials, the project will provide insight into the process by which teachers develop curricular context knowledge (CCK), but also how the curriculum functions to engage students with science ideas and practices in particular contexts, which has implications for how teachers connect their CCK to culturally responsive instruction (CRI). Through collective case study methods, the researchers will document and examine the ways in which elementary teachers develop the capacity to adapt curriculum materials to be culturally responsive to their students, and the role that developing CCK plays in this process. This work will help develop a more robust understanding of what it means to be 'culturally responsive' in elementary science, and to advance practice by developing context-rich representations of culturally responsive curriculum adaptation to share with stakeholders with similar contexts and goals. This project is funded by the Discovery Research preK-12 program (DRK-12) that 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.

课程材料不是教师要遵循的脚本，而是他们在决定如何将材料用于他们的特定环境和特定学生时发挥作用的工具。事实上，为了确保教师能够为所有学生，特别是来自边缘群体的学生提供公平的学习体验，适应是必要的。教师的适应对教学和学生都产生了重大影响，并可能对课程驱动和以公平为重点的教育改革干预产生相当大的影响。虽然研究人员已经开始确定教师适应课程的模式，但对于哪种适应有助于学生的学习，或者教师适应材料的能力如何随着时间的推移而发展，人们知之甚少。目前的大多数研究只提供了教师课程实施的快照——通常是他们第一次使用这些材料——而不是连续的课程制定。由于研究表明，教师至少需要两次反复使用课程材料，才能有目的地和熟练地使用它们，因此需要进一步的研究来了解教师的适应如何随着使用课程材料的经验而变化。该项目将提供宝贵的知识，了解教师适应课程材料的能力如何随着时间的推移而发展，并对课程开发、专业发展和教师教育工作产生影响，以促进文化响应教学。这是DRK-12项目教学环节的二级探索项目，旨在更好地了解教师如何通过最初的实践和课程材料的连续制定来定制教学方法，以满足标准和不同学生群体的需求。这项工作将解决目前文献中的空白，并有助于全面了解教师如何培养使用课程的能力，以促进公平科学教学的目标。该项目的总体目标包括：1)实施高质量的基于实践的K-6教师专业发展模式；2)开展一项全面而严格的研究计划，以检验教师对课程的习得性适应与文化响应性教学的教学设计能力之间的关系；3)将项目成果传播给各种利益相关者，以产生更广泛的影响。在三年的时间里，该项目将与30名小学教师、30名职前教师和大约1700名学生一起工作。将提供专业发展，向教师介绍探索萨利希海（ESS）课程，该课程利用当地环境中的海洋现象帮助学生达到下一代科学标准。通过考察四套连续的课程教材，该项目将深入了解教师发展课程背景知识（CCK）的过程，以及课程如何在特定背景下发挥作用，使学生参与科学理念和实践，这将对教师如何将其CCK与文化响应性教学（CRI）联系起来产生影响。通过集体案例研究方法，研究人员将记录和检查小学教师如何发展适应课程材料以适应学生文化的能力，以及发展CCK在这一过程中所起的作用。这项工作将有助于对基础科学中的“文化响应”意味着什么有更深入的理解，并通过开发具有丰富背景的文化响应课程适应表示来推进实践，以便与具有相似背景和目标的利益相关者分享。该项目由探索研究preK-12计划（DRK-12）资助，旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、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，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，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。