Interactive Program for Teacher Diversity Training

教师多元化培训互动项目

• 批准号: 7110105
• 负责人: LYNNE HG SWARTZ
• 金额: $ 16.03万
• 依托单位: OREGON CENTER FOR APPLIED SCIENCE, INC.
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-25 至 2008-03-24
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7110105
• 关键词: DVD /CD ROM; Internet; behavior modification; behavioral /social science research tag; child with disability; clinical research; communication behavior; computer program /software; computer system design /evaluation; culture; developmental disease /disorder; educational resource design /development; elementary school; gender difference; handbook; human subject; interactive multimedia; interpersonal relations; interview; prejudice; racial /ethnic difference; social integration; teacher; telecommunications; training

DESCRIPTION (provided by applicant): Demographic shifts within elementary classrooms and school policies regarding main-streaming of all children will require that teachers be trained in working with an increasingly diverse student body. Our review of current diversity training programs for elementary school teachers reveals no interactive multimedia programs to train teachers to effectively work in such diverse classrooms. The expected outcome of this project is to develop an intervention that will assist teachers in developing their pedagogical skills and managing complex classroom dynamics and behaviors. Importantly, the public health implications of this research are vast given that the links between discrimination and physical and mental health have been well established in studies regarding discrimination based on race, gender, physical ability, and immigration status. When complete, this comprehensive diversity training program for K-3 educators will include specific components on: race, gender, disability (physical and emotional), and culture. This program will also increase teacher skills in effective communication with parents, and provide effective strategies for addressing student queries about human variation. In addition, print materials will be developed for school faculty and administrators to encourage the promotion of inclusive classroom practices. The Phase I prototype CD-ROM/Internet program will incorporate empirically validated diversity training strategies, behavior management methods, and instructional design techniques. The Phase I project will develop and evaluate a theoretically grounded intervention on racism designed to increase: (a) knowledge of the meaning of race, (b) knowledge of manifestations of bias and discrimination (e.g., unintentional racism, implicit attitudes, racial privilege, and institutional racism) in the classroom and in schools, (c) positive attitudes regarding racial diversity and multiculturalism, (d) peer norms that encourage using inclusive classroom dynamics, (e) intentions to engage in practices that create inclusive classroom environment (f) self-efficacy in promoting positive expectations for all students, (g) understanding of impact of personal racial bias and comfort level in situations of difference, and (h) communication skills with students (e.g., active listening, clarifying, and communicating respect). The program will be evaluated in a randomized controlled trial.

描述（由申请人提供）：小学教室的人口结构变化和学校关于所有儿童主流化的政策将要求教师接受培训，以与日益多样化的学生群体合作。我们回顾了目前针对小学教师的多元化培训项目，发现没有交互式多媒体项目来培训教师在如此多元化的课堂中有效地工作。该项目的预期结果是开发一种干预措施，帮助教师发展他们的教学技能，管理复杂的课堂动态和行为。重要的是，鉴于歧视与身心健康之间的联系已在关于基于种族、性别、体能和移民身份的歧视的研究中得到了很好的证实，这项研究对公共卫生的影响是巨大的。完成后，这一针对K-3教育工作者的全面多元化培训计划将包括以下具体内容：种族、性别、残疾（身体和情感）和文化。该项目还将提高教师与家长有效沟通的技能，并为解决学生对人类变异的疑问提供有效的策略。此外，将为学校教师和管理人员编写印刷材料，以鼓励促进包容性课堂实践。第一阶段的原型CD-ROM/Internet计划将结合经验验证的多样性培训策略、行为管理方法和教学设计技术。第一阶段项目将制定和评估一项有理论依据的种族主义干预措施，旨在增加：(a)了解种族的含义，(b)了解课堂和学校中偏见和歧视的表现形式（例如，无意的种族主义、隐性态度、种族特权和制度性种族主义），(c)对种族多样性和多元文化主义的积极态度，(d)鼓励使用包容性课堂动态的同伴规范，(e)参与创造包容性课堂环境的实践的意图(f)促进对所有学生的积极期望的自我效能感(g)理解个人种族偏见的影响和在不同情况下的舒适程度，以及(h)与学生的沟通技巧（例如，积极倾听，澄清和传达尊重）。该方案将在随机对照试验中进行评估。