SBP: Collaborative Research: Improving Engagement with Professional Development Programs by Attending to Teachers' Psychosocial Experiences

SBP：协作研究：通过关注教师的社会心理体验来提高对专业发展计划的参与度

• 批准号: 2314253
• 负责人: Stephanie Fryberg
• 金额: $ 36.48万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 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: 2023-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314253&HistoricalAwards=false
• 关键词: SBP; Collaborative; Research; Improving; Engagement

As the U.S. student population grows more diverse, longstanding disparities in educational opportunities and outcomes persist. Efforts to remedy these disparities often use focused professional development (PD) to support educators in more effectively teaching diverse students. PD covers a wide array of topics, such as culturally responsive instruction, inclusive practices for students, and strategies for engaging students who have experienced adversity. What unites these diverse PD approaches is an intentional and explicit focus on understanding the issues facing students with diverse experiences and needs, and on equipping educators with skills to overcome these challenges and support student success. While focused PD is in high demand, little is known about its effectiveness. Many focused PD programs have little to no effect, and some may be counterproductive. For example, these programs can create a sense of psychological threat among educators, leading to feelings of being excluded, judged, or disadvantaged. These outcomes can result in resistance and backlash that undermine program goals.For focused PD to be successful, it needs to attend to educators' experiences. This project conducts studies that examine how three common sources of psychological threat in focused PDs (identity, culture, and pedagogy threats) shape how educators engage with and use focused PD content in their classrooms, and how this use improves students’ academic experiences and performance. Two studies use focus groups and survey designs to examine these issues among a national sample of educators who have participated in a wide variety of focused PD experiences. Three additional studies use randomized controlled experiments to test strategies for mitigating identity, culture, and pedagogy threats among educators. Together, this work provides insight for creating focused PD environments where all teachers feel valued, equipped to engage with challenging ideas, and capable of growing their classroom skills.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.

随着美国学生人数的增长越来越多，教育机会和成果的长期分布持续。记住这些分布的努力通常使用集中的专业发展（PD）来支持更有效地教潜水员学生的教育。 PD涵盖了各种各样的主题，例如文化响应式说明，针对学生的包容性实践以及吸引经历过广告的学生的策略。这些潜水员PD的方法是有意，明确的专注于了解潜水员经验和需求的学生面临的问题，以及为教育者提供技能以克服这些挑战并支持学生成功的技能。尽管专注的PD需求量很高，但对其有效性知之甚少。许多专注的PD计划几乎没有影响，有些可能会适得其反。例如，这些程序可以在教育者之间产生心理威胁感，从而导致被排除，判断或打扰的感觉。这些结果可能会导致阻力和反弹，这破坏了计划的目标。为了使PD取得成功，需要参与教育工作者的经验。该项目进行了研究，研究了专注的PD（身份，文化和教学法威胁）中三种常见的心理威胁来源如何塑造教育工作者如何与教室中的PD内容互动和使用，以及这种使用如何改善学生的学术经验和表现。两项研究使用焦点小组和调查设计来研究参加各种专注PD体验的全国教育工作者样本。另外三项研究使用随机对照实验来测试策略，以减轻教育者之间的身份，文化和教学法威胁。这项工作共同为创建集中的PD环境提供了见识，所有教师都感到有价值，能够参与挑战思想，并能够发展其课堂技能。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响来评估来获得的支持。