Science Achievement and Health Behavior: High School Curriculum, Social Context, and Opportunity to Learn

提出了一个为期三年的研究项目，目标如下：1。全面描述高中生对科学和数学课程的接触情况，以及课程差异、社会环境和学习机会以及学生背景所导致的差异.分析课程暴露和社会结构如何通过科学和数学管道影响学生的坚持性.分析课程曝光和学术进步如何通过科学管道影响学生选择科学相关领域的专业，包括教学。为了分析科学课程暴露如何塑造学生的健康行为和健康相关的科学素养，确定并分析了影响学生通过科学和健康教育管道以及即使他们离开管道也会影响他们的健康选择和素养的三个主要领域：（1）课程内容、表现期望和观点（2）正式，结构化的学习机会和（3）学生学习环境的非正式社会背景。这项研究利用了一个独特的和及时的机会，分析全国代表性，纵向数据从20世纪90年代，青少年健康的国家纵向研究（添加健康）及其成绩单补充。目前正在收集第三波AddHealth，学生的高中成绩单和支持学校的文件（课程目录，教学大纲，教科书清单）正在收集和编码。在本研究中，（内容、性能期望和前景）也将与来自MapProximity 19的记录数据和纵向调查数据一起被编码和沿着分析，1994年7至12年级的000名受访者-1995学年。这一数据集包含了广泛的措施，许多来源的影响，从上下文ofstudents生活，可以联系到青少年健康行为，学习成绩，以及科学和教学的愿望。这项研究是在第三象限的角色计划：研究中小企业学习非正式和非正式的教育环境，ll和有重大的影响和链接到第二象限和第四象限。这项研究直接针对最近的数学和科学教育改革的方法和课程材料如何影响学生的学术进步和学习的问题。它明确区分了正式和非正式过程，以评估每一个过程的影响和相互作用。本研究解决了象限II的集中问题，因为研究问题的框架是为了认识到学生背景和生活的复杂、多层次方面如何与学校的结构和社会背景相互作用，从而影响学习。象限IV的集中问题也通过对长期的、全国代表性的数据进行多层次分析的方法来解决。数据集的深度允许分析课程内容（包括教科书的采用）和结构的改革如何与学校和基于角色的学生子集（如轨道）的背景下的学生进步相关联。与跨角色集中领域的共同主题一致，本研究将模拟这些过程，并分析数学和科学改革工作中固有的课程和社会结构的大规模影响。最后，它评估了科学教育是如何与美国多元化人口的日常生活，通过研究如何接触科学在高中是与健康的选择和行为。

A three-year research project is proposed with the following goals:1. To fully describe the science and mathematics curricular exposure of high school students anddifferences resulting from curricular variations, social context and opportunities to learn, andstudents background.2. To analyze how curricular exposure and social structure influence students persistence throughthe science and mathematics pipeline.3. To analyze how curricular exposure and academic progress through the science pipeline affectstudents choice to major in science-related fields, including teaching.4. To analyze how science curricular exposure shapes students health behavior and health-relatedscience literacy.Three major areas that influence students progress through the science and mathematicspipeline and their health choices and literacy even if they leave the pipeline are identified andanalyzed: (1) curriculum content, performance expectations and perspectives (2) formal,structured opportunities to learn and (3) the informal social contexts of students learningenvironments.Quantitative methods are employed. This study takes advantage of a unique and timelyopportunity to analyze nationally representative, longitudinal data from the 1990s, the NationalLongitudinal Study of Adolescent Health (Add Health) and its transcript supplement. A thirdwave of Add Health is currently being gathered, and students high school transcripts andsupporting school documents (course catalogues, syllabi, textbook lists) are being collected andcoded. For this study, course curriculum (content, performance expectations, and perspectives)will also be coded and analyzed along with the transcript data and longitudinal survey data fromapproximately 19,000 respondents who were in grades 7 through 12 in the1994-1995 school year.This data set contains extensive measures of many sources of influence from the contexts ofstudents lives that can be linked to adolescents health behavior, academic performance, andscience and teaching aspirations.This study is set within Quadrant III of the ROLE program: irResearch on SMET learning informal and informal educational settings,ll and has major implications and links to Quadrants IIand IV. The study directly targets the question of how recent mathematics and scienceeducational reforms in approaches and curriculum materials affect students academic progressand learning. It explicitly distinguishes between formal and informal processes to assess theeffects and interactions of each. The study addresses the concentration of Quadrant II since theresearch questions are framed to recognize how the complex, multilevel aspects of studentsbackgrounds and lives interact with the structure and social context of schools to affect learning.The concentrations of Quadrant IV are also addressed by the multilevel approach to analysis oflongitudinal, nationally representative data. The data sets depth allows for analysis of howreforms in curricular content (including textbook adoptions) and structure are related to studentsprogress within the context of schools and curriculum-based subsets of students (such as tracks).Consistent with common themes across ROLE concentration areas, this study will model theseprocesses and analyze large-scale effects of curricular and social structuring inherent inmathematics and science reform efforts. Finally, it assesses how science education is related tothe everyday lives of the U.S.s diverse population by examining how exposure to science inhigh school is related to health choices and behaviors.