A Postdoctoral Fellowship in Systematic Reviews and Meta-Analyses

提高学生在STEM科目的表现对于他们未来的职业准备和21世纪基本技能的发展至关重要。政策制定者优先考虑教育举措，以支持美国学生在STEM方面取得成就。然而，有证据表明，在增加数学和科学成果方面存在持续的挑战，特别是对于少数群体的学生，包括有色人种学生，低收入学生和残疾学生。为了解决这一问题，教师需要获得基于证据的干预措施，以调整他们的教学，满足这些学生的学习需求，从而增加他们获得科学和数学课程的机会。然而，对于这些学生最有效的数学和科学干预措施以及影响其有效性的条件，还有很多需要了解。高质量的，全面的审查集中在这些学生的数学和科学干预的研究是适合于确定最有前途的教学实践和条件下，他们是有效的。通过进行这些审查，我们可以确定有效的战略和技术，以改善这些学生的数学和科学成果，促进公平和平等地获得数学和科学课程，并最终有助于更包容和更有效的教育实践。然而，缺乏学者，特别是那些来自少数民族背景的学者，他们拥有先进的知识和技能，能够进行高质量的审查，为这些学生确定基于证据的数学和科学实践，这仍然是一个挑战。博士后计划旨在培养下一代学者，他们具有进行高质量系统评价和荟萃分析的专业知识，这些评价和荟萃分析侧重于少数群体K-12学生的数学和科学成果。该计划强调情境学习研究，队列建设和网络建设，以准备一批博士后研究员获得和应用先进技术进行高质量的系统评价和荟萃分析，以确定基于证据的干预措施，以提高这些学生的数学和科学水平。他们还将探索这些干预措施的异质性来源，以了解它们有效的条件。研究员将接受培训，进行有效的文献检索和编码程序，使用多级建模来处理复杂的数据结构，实施多级和多变量建模，并使用机器学习算法在分层数据库中进行文章筛选和编码。此外，学者将开发传播材料，帮助教师有效地将研究转化为课堂实践。该项目有可能为STEM教育做出重大贡献，增加来自少数群体背景的学者人数，他们可以进行高质量的系统评价和荟萃分析，重点关注少数群体学生的循证实践。这反过来将导致更公平和有效的教学策略，最终提高数学和科学成果的历史上代表性不足的groups.This项目是由NSF的干教育博士后研究奖学金（STEM艾德PRF）计划与共同资助的发现研究PreK-12计划（DRK-12）。STEM艾德PRF计划旨在提高STEM，STEM教育，教育和相关学科的近期博士学位的研究知识，技能和实践，以促进他们准备从事基础和应用研究，促进该领域内的知识。DRK-12计划旨在通过研究和开发创新资源，模型和工具，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。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。

Improving students' performance in STEM subjects is crucial for their future career readiness and the development of essential 21st-century skills. Policymakers have prioritized education initiatives to support U.S. students' achievement in STEM. However, evidence indicates ongoing challenges in increasing mathematics and science outcomes, particularly for students from minoritized groups, including students of color, low-income students, and students with disabilities. To address this issue, teachers need access to evidence-based interventions to tailor their instruction and meet these students' learning needs, thus increasing their access to the science and math curricula. Yet, there is still much to learn about the most effective math and science interventions for these students and the conditions that impact their effectiveness. High-quality, comprehensive reviews of studies on math and science interventions focused on these students are suitable for identifying the most promising instructional practices and the conditions under which they are effective. By conducting these reviews, we can identify effective strategies and techniques to improve math and science outcomes for these students, promoting fair and equitable access to the mathematics and science curricula, and ultimately contributing to more inclusive and effective educational practices. However, a lack of scholars, especially those from minoritized backgrounds, with advanced knowledge and skills in conducting high-quality reviews to identify evidence-based mathematics and science practices for these students remains a challenge. The post-doctoral program aims to prepare the next generation of scholars with expertise in conducting high-quality systematic reviews and meta-analyses focused on math and science outcomes for K-12 students from minoritized groups. The program emphasizes situated learning research, cohort-building, and networking to prepare a cohort of post-doctoral fellows to acquire and apply advanced techniques for conducting high-quality systematic reviews and meta-analyses to identify evidence-based interventions for increasing these students' mathematics and science proficiency. They will also explore sources of heterogeneity in these interventions to understand the conditions under which they are effective. The fellows will receive training in performing effective literature searches and coding procedures, using multilevel modeling to address complex data structures, implementing multilevel and multivariate modeling, and using machine learning algorithms for article screening and coding in hierarchical databases. Additionally, scholars will develop dissemination materials that assist teachers in effectively translating research into classroom practices. The project has the potential to contribute significantly to STEM education by increasing the number of scholars from minoritized backgrounds who can conduct high-quality systematic reviews and meta-analyses focused on evidence-based practices for minoritized students. This, in turn, will lead to more equitable and effective instructional strategies, ultimately improving mathematics and science outcomes for historically underrepresented groups.This project is supported by NSF’s STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) Program with co-funding from the Discovery Research PreK-12 Program (DRK-12). The STEM Ed PRF Program aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field. The DRK-12 Program 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.