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种族/民族（MRE）群体的历史边缘化问题。该项目的目的是为高中物理教师共同设计、测试和传播专业学习（PL），具体目标是实施包容和公平的实践，以支持女性和MRE群体的物理认同发展和持久性。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”。教师在学生向大学的过渡以及他们决定学习什么的过程中起着至关重要的作用。《STEP UP》挑战了关于谁能做物理学、什么是物理学的主流叙事，以及关于包容和公平的《日常行动指南》（EAG）。研究表明，《STEP UP》对女性和MRE的物理学认同产生了积极影响。然而，教师们不断表示，他们需要额外的专业学习，以有效地实施EAG。作为回应，该项目将与教师共同设计一个PL计划，通过基于设计的研究（DBR）和实验研究来测试其对教师和学生成果的影响，并将基于证据的PL计划推广给数百名高中物理教师。总体而言，该项目旨在支持全国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。该项目旨在加深物理教师对包容和公平实践的参与，培养社区课堂文化，促进妇女和多性别妇女的物理认同发展。它还试图了解如何在更大范围内有效地实施这些做法的传播，以支持积极的教师和学生成果。在与教师共同设计PL项目后，该项目将实施一项涉及120名物理教师的实验设计，实验组在训练有素的教师的指导下接受PL，对照组不接受PL。PL对教师和学生成果的影响将被检查。在最后阶段，PL计划将在更大范围内实施，涉及400名在职和100名职前物理教师。使用“培训-培训师”模型。我们会透过调查研究评估规划的影响。基于证据的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产生更广泛的影响，并对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专业学习，确保项目的可持续性和长期影响。探索研究preK-12项目（DRK-12）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。

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.