Collaborative Research: Mobilizing Physics Teachers to Promote Inclusive and Communal Classroom Cultures through Everyday Actions

该项目解决了物理学中妇女和少数族裔群体的历史边缘化问题。该项目的目的是共同设计、测试和传播高中物理教师的专业学习(PL)，具体目标是实施包容和公平的做法，支持妇女和MRE群体的物理认同发展和坚持不懈。该项目利用了该项目建立的由1800多名高中物理教师组成的现有全国网络，该项目被称为Step Up。教师在学生升入大学的过程中起着至关重要的作用，也决定了他们要学什么。加强挑战关于谁可以做物理以及什么构成物理的流行说法，以及关于包容性和公平性的日常行动指南(EAG)，研究表明，对女性和MRE的物理身份认同有积极影响。然而，教师们一直表示需要额外的专业学习(PL)来有效地实施EAG。作为回应，该项目将与教师共同设计一项PL计划，通过基于设计的研究(DBR)和一项实验研究来测试其对教师和学生成果的影响，并向数百名高中物理教师宣传基于证据的PL计划。总体而言，该项目旨在支持全国各地的高中物理教师实施和加强他们的包容性实践。该项目最终将影响1万多名学生。该项目旨在深化物理教师对包容性和公平做法的参与，促进社区课堂文化，并促进妇女和MRE的物理认同发展。它还试图了解如何在更大的范围内有效地传播这些做法，以支持教师和学生取得积极的成果。在与教师合作共同设计PL计划后，该项目将实施一项涉及120名物理教师的实验设计，由训练有素的教师协助试验组接受PL，而未接受PL的对照组将接受PL。我们将考察PL对教师和学生成绩的影响。在最后阶段，PL计划将在更大范围内实施，有400名在职物理教师和100名职前物理教师参与。使用培训教练员的模式。我们会通过一项调查研究来评估公共许可证的影响。循证模式和社区参与的培训师培训方法的使用将对其他专业学习项目以及Step Up计划的持续成功产生更广泛的影响。两个国家协会的承诺将通过其广泛的教师网络继续进行专业学习，以确保项目的可持续性和长期影响。探索研究预科-12课程(DRK-12)旨在通过研究和开发创新资源、模式和工具，显著提高预科-12年级学生和教师的科学、技术、工程和数学(STEM)的学习和教学。 -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经验上的证明。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智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning (PL) for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups. The project leverages the existing national network of over 1,800 high school physics teachers established by the project, which is called STEP UP. Teachers play a crucial role in students' transition to college and their decisions regarding what to study. STEP UP challenges prevailing narratives about who can do physics and what constitutes physics, along with the Everyday Actions Guide (EAG) for inclusion and equity, Research has shown positive effects on the physics identity of women and MRE. However, teachers have expressed a continuous need for additional professional learning (PL) to effectively implement the EAG. In response, the project will co-design a PL program with teachers, testing its impact on teacher and student outcomes through design-based research (DBR) and an experimental study, and propagating the evidence-based PL program to hundreds of high school physics teachers. Overall, the project aims to support high school physics teachers across the nation in implementing and enhancing their inclusive practices. The project will ultimately impact over 10,000 students. The project aims to deepen physics teachers' engagement with inclusive and equitable practices, foster communal classroom cultures, and promote physics identity development for women and MRE. It also seeks to understand how the propagation of these practices can be effectively implemented at a larger scale to support positive teacher and student outcomes. After collaborating with teachers in the co-design of the PL program, the project will implement an experimental design involving 120 physics teachers, with treatment groups receiving the PL facilitated by trained teachers, and control groups not receiving the PL. The effects of the PL on teacher and student outcomes will be examined. In the final phase, the PL program will be implemented on a larger scale, involving 400 in-service and 100 pre-service physics teachers. using a train-the-trainer model. The impact of the PL will be assessed through a survey study. The use of an evidence-based model and a community-engaged train-the-trainer approach will have broader implications for other professional learning projects, as well as the ongoing success of the STEP UP program. The commitment of two national societies, which will continue the professional learning for via their extensive teacher networks, ensuring the project's sustainability and long-term impact.The Discovery Research preK-12 program (DRK-12) 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.