RDE-FRI Collaborative Research: Students with Learning Disabilities: STEM Pathways in the Social Context

“RDE-FRI合作研究：学习障碍学生：社会背景中的STEM路径”旨在探讨高中环境、社会和学术进程以及学习障碍学生人口子群(种族、民族和语言少数群体、性别、班级)的差异对大学预科STEM成就的影响。数据分析将使用2002-2006年国家教育统计中心的教育纵向研究的信息，该研究的数据集跟踪了具有全国代表性的学生从高中过渡到成年和高等教育环境的样本。本研究将解决以下四个主要问题：1.学习困难学生及其学校：调查的一线是系统地描述被认定为学习困难的学生及其就读的学校。确定学习障碍和学校类型是否与学生的社会人口特征--特别是性别、种族/族裔、社会阶层和/或语言少数群体地位和有限的英语水平(LEP)有关？二.学术经历：第二条调查重点是系统地描述学生通过所选课程的学术经历。我们专注于主流的程度，具体的课程作业，以及他们数学课堂上的教学方法。学习障碍学生经历了什么样的选课组织模式？他们在多大程度上参加了为中学后学习和高中和大学高级STEM课程做准备的课程？他们的老师使用什么教学方法？最后，这些模式是否在学生的社会人口统计特征的基础上有所不同？III.社会过程：社会融合、行为、心理社会态度和幸福感：第三条研究线将探索青少年在学校的社会世界，然后考虑与他们的学业经历相关的社会过程。有学习障碍的学生通过与同伴、教师和成人导师的关系，在多大程度上融入了学校的社会结构？与没有学习障碍的同龄人相比，他们从事哪些学术和社会行为？有学习障碍的学生如何看待自己，他们是否有学业自信，以及STEM特有的兴趣和信心？他们的社交世界在多大程度上取决于他们的学术经历？最后，这些非正式社会过程及其与学业经历的关系是否因学生的背景(性别、种族/民族、社会阶层和/或语言少数群体地位和LEP)而有所不同？IV.STEM管道和学业结果：最后一条调查线将考虑学校、学术经历和非正式社会过程如何影响有学习障碍的高中生的学业结果(毕业、大学准备、大学入学和STEM成绩)。每组因素的影响将分别和结合进行审查。哪些类型的学校和学术经历为学生提供了便利？大学预科，尤其是STEM的成功，这些影响是否会因学生的社会人口特征而有所不同？

The "RDE-FRI Collaborative Research: Students with Learning Disabilities: STEM Pathways in the Social Context" is designed to explore the effects of high school context, social and academic processes, as well as variations by demographic subgroup (racial, ethnic and linguistic minority, gender, class) among the population of students with learning disabilities, on college preparatory STEM achievement outcomes. Data analyses will be conducted using information from the 2002-2006 National Center for Education Statistics's Education Longitudinal Study, a dataset that follows a nationally representative sample of students as they transition from high school into adulthood and post-secondary settings. This research will address the following four primary question sets:I. Students with Learning Disabilities and Their Schools: The first line of investigation is to systematically describe the students identified with learning disabilities and the schools they attend. Are identification of a learning disability and the type of school associated with a student's socio-demographic characteristics - specifically, gender, race/ethnicity, social class, and/or language minority status and Limited English Proficiency (LEP)?II. Academic Experiences: The second line of inquiry concentrates on systematically describing students' academic experiences through the courses that they take. We concentrate on the degree of mainstreaming, the specific coursework, and the pedagogy in their math classes. What types of organizational models of course-taking do students with learning disabilities experience? To what extent do they take courses that prepare them for postsecondary study and for advanced STEM coursework in high school and college? What pedagogical approaches do their teachers use? And, finally, do these patterns differ on the basis of students' socio-demographic characteristics?III. Social Processes: Social Integration, Behavior, and Psychosocial Attitudes and Well-being: The third line of study will explore the social world of adolescents in their schools and then consider the social processes in relation to their academic experiences. To what extent are students with learning disabilities integrated into the social fabric of the school through relationships with peers, teachers, and adult mentors? In what academic and social behaviors do they engage in comparison with their peers without learning disabilities? How do students with learning disabilities perceive themselves, and do they have academic self-confidence, and STEM specific interest and confidence? To what extent are their social worlds a function of their academic experiences? And, finally, do these informal social processes and their relationships to academic experiences differ depending on the student's background (gender, race/ethnicity, social class, and/or language minority status and LEP)?IV. STEM Pipeline and Academic Outcomes: The final line of inquiry will consider how schools, academic experiences, and informal social processes influence academic outcomes (graduation, college preparation, college enrollment, and STEM achievement) for high school students with learning disabilities. The impact of each set of factors will be examined separately and in combination. What types of schools and academic experiences facilitate students? college preparatory and, in particular, STEM success, and do these effects differ depending on students' socio-demographic characteristics?