Interactive Program for Teacher Diversity Training

描述(由申请人提供)：小学教室内的人口结构变化和学校关于将所有儿童纳入主流的政策将要求对教师进行培训，使其能够与日益多样化的学生群体合作。我们对当前小学教师多元化培训计划的审查显示，没有互动的多媒体计划来培训教师在如此多样化的课堂上有效地工作。这个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，并管理复杂的课堂动态和行为。重要的是，这项研究对公众健康的影响是巨大的，因为关于基于种族、性别、身体能力和移民身份的歧视的研究已经很好地确立了歧视与身心健康之间的联系。完成后，这项针对K-3教育工作者的全面多元化培训计划将包括种族、性别、残疾(身体和情感)和文化方面的具体内容。这项计划还将提高教师与家长有效沟通的技能，并提供有效的策略来解决学生对人类变异的疑问。此外，还将为学校教职员工和行政人员编写印刷材料，以鼓励推广包容性课堂做法。第一阶段的原型光盘/互联网计划将纳入经经验验证的多样性培训战略、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以理论为基础的种族主义干预措施，旨在增加：(A)了解种族的含义；(B)了解课堂和学校中的偏见和歧视的表现形式(例如，无意的种族主义、含蓄的态度、种族特权和体制种族主义)；(C)对种族多样性和多元文化的积极态度；(D)鼓励使用包容性课堂动态的同伴规范；(E)打算参与创造包容性课堂环境的做法；(F)促进对所有学生的积极期望的自我效能；(G)了解个人种族偏见的影响和在不同情况下的舒适度，以及(H)与学生的沟通技能(例如，积极倾听、澄清和沟通尊重)。该计划将在随机对照试验中进行评估。

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.