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.

该项目解决了妇女和少数种族/族裔群体在物理学方面的历史性边缘化问题。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），特别是针对实施包容性和公平的做法，支持妇女和MRE群体的物理特性发展和持久性。该项目利用了由该项目建立的现有1,800多名高中物理教师的全国网络，该项目被称为STEP UP。 教师在学生过渡到大学和他们决定学习什么方面起着至关重要的作用。STEP UP挑战了关于谁能做物理学和什么构成物理学的流行说法，沿着了包容和公平的日常行动指南，研究表明对妇女的物理学身份和地雷危险教育产生了积极影响。然而，教师表示需要持续的额外专业学习，以有效地实施EAG。作为回应，该项目将与教师共同设计PL计划，通过基于设计的研究（DBR）和实验研究测试其对教师和学生成果的影响，并将循证PL计划传播给数百名高中物理教师。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做法。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参与包容性和公平的做法，培养社区课堂文化，并促进妇女和MRE的物理身份发展。它还试图了解如何传播这些做法可以有效地在更大规模实施，以支持积极的教师和学生的成果。在与教师合作设计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，治疗组接受由训练有素的教师提供的PL，对照组不接受PL。将研究PL对教师和学生成果的影响。在最后阶段，PL计划将在更大规模上实施，涉及400名在职和100名职前物理教师。使用培训师模型。将通过一项调查研究评估PL的影响。使用循证模型和社区参与的培训师培训方法将对其他专业学习项目以及STEP UP计划的持续成功产生更广泛的影响。 两个国家学会的承诺，将继续通过其广泛的教师网络的专业学习，确保该项目的可持续性和长期影响。发现研究preK-12计划（DRK-12）旨在显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学，通过研究和开发创新资源、模式和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。