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

合作研究：动员物理教师通过日常行动促进包容性和公共性的课堂文化

• 批准号: 2300609
• 负责人: Beth Cunningham
• 金额: $ 25万
• 依托单位: American Association of Physics Teachers
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-15 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300609&HistoricalAwards=false
• 关键词: Collaborative; Research; Mobilizing; Physics; Teachers

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.

该项目涉及妇女的历史边缘化和物理学中的少数种族/族裔（MRE）群体。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），特别是针对包容性和公平实践的实施，以支持妇女和MRE群体的物理身份发展以及持久性。该项目利用该项目建立的1,800多名高中物理教师的现有国家网络，称为加速。教师在学生向大学的过渡及其关于学习内容的决定中起着至关重要的作用。加强挑战挑战有关谁可以做物理学以及什么构成物理的叙述，以及日常动作指南（EAG），用于包容和公平，研究对女性和MRE的物理身份显示了积极的影响。但是，教师表示不断需要额外的专业学习（PL）才能有效实施EAG。作为回应，该项目将与教师共同设计PL计划，通过基于设计的研究（DBR）和实验研究对其对教师和学生成果的影响进行测试，并向数百名高中物理教师传播基于证据的PL计划。 Overall, the project aims to support high school physics teachers across the nation in implementing and enhancing their inclusive practices.该项目最终将影响10,000多名学生。该项目旨在加深物理教师的参与，以包容性和公平的实践，培养公共课堂文化，并促进女性和MRE的物理身份发展。它还试图了解如何在更大范围内有效地实施这些实践的传播，以支持积极的教师和学生成果。在与PL计划的共同设计中与教师合作之后，该项目将实施一个涉及120个物理教师的实验设计，治疗组接受了训练有素的教师准备的PL，以及未接收PL的对照组。 PL对教师和学生成绩的影响将进行检查。在最后阶段，PL计划将在更大范围内实施，其中涉及400名在职和100名职前物理教师。使用火车训练模型。 PL的影响将通过调查研究评估。使用基于证据的模型和社区参与的火车培训方法将对其他专业学习项目以及Step UP计划的持续成功具有更广泛的影响。两个国家社会的承诺将通过其广泛的教师网络继续进行专业学习，确保该项目的可持续性和长期影响。发现PreK-12计划（DRK-12）旨在通过研究和教师通过Innerov Internov Country of Innerov Internov的资源和工具和工具，模型和工具和工具和工具和工具和工具和工具，工具和工具和工具和工具和工具和工具和工具和工具，工具和工具和工具，工具和工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具，工具和工具。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来进行评估的。