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）：小学教室内的人口变化和学校关于所有儿童主流化的政策将要求教师接受与日益多样化的学生群体合作的培训。我们目前的多样性小学教师培训计划的审查显示，没有互动的多媒体节目，以培训教师有效地在这样多样化的教室工作。该项目的预期成果是制定一项干预措施，帮助教师发展教学技能，管理复杂的课堂动态和行为。重要的是，这项研究对公共卫生的影响是巨大的，因为在关于基于种族、性别、身体能力和移民身份的歧视的研究中，歧视与身心健康之间的联系已经得到了很好的确立。完成后，这一针对K-3教育工作者的全面多样性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。该计划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，还将为学校教职员工和行政人员编制印刷材料，以鼓励促进包容性课堂做法。第一阶段的原型CD-ROM/互联网计划将纳入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价一项有理论根据的关于种族主义的干预措施，旨在增加：（a）对种族含义的了解，（B）对偏见和歧视表现形式的了解（例如，课堂和学校中的（无意的种族主义、含蓄的态度、种族特权和体制性种族主义），（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）参与创造包容性课堂环境的做法的意图，（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程度，以及（h）与学生的沟通技巧（例如，积极倾听、澄清和沟通尊重）。该计划将在一项随机对照试验中进行评估。