RAPID:The Percy Julian Project: STEM Opportunities for African-American Boys

摘要本项目旨在研究加州奥克兰市一所由100名黑人开办的非裔美国男孩学校。斯坦福大学的PI调查了学校领导如何规划和设计教学，以满足非洲裔美国男孩的需求，其中75%有资格获得免费和/或减少午餐。领导阶层是本研究的主要对象。PI记录了实施过程，为STEM教育界提供了有关STEM领域非裔美国男孩有效学校发展和实施的第一手信息。第一年，学校开办三年级、六年级和七年级。每一年，学校领导增加幼儿园和/或一个或多个其他年级，直到学校达到整个K-12水平。混合方法方法使用访谈，观察和内容分析来收集有关学校设计，实施和领导的数据。PI考察了领导层如何理解学生的需求、制定标准、规划课程、选择教学法以及为教师和学生提供脚手架。PI还探讨了领导层如何选择教师并支持他们的专业发展，并总结了组织和规划的许多方面。PI通过回顾性分析来审查规划文件，以更准确地了解从提出学校的想法到第一年实施所做的努力。关于拟议的成果，该项目为非裔美国男孩的科学STEM课堂提供了一个愿景，并跟踪了教学方法对学生对科学的兴趣、对归属感的态度和科学成就的影响。快速发展基金是这一具有国家重要性的及时和有价值的努力的最适当的筹资途径。

AbstractThis project seeks to conduct research on a new school for African-American boys under a charter to 100 Black Men in Oakland, California. The PI from Stanford University investigates how leaders of the school plan and design instruction to meet the needs of African-American boys where 75% are eligible for free and/or reduced lunch. The leadership serves as the primary target for this study. The PI chronicles the implementation process to provide the STEM education community with first-hand information about effective school development and implementation for African-American boys in STEM fields. During the first year, the school operates grades 3, 6, and 7. Each successive year, school leaders add kindergarten and/or one or more of the remaining grades until the school reaches the entire K-12 level. A mixed methods approach uses interviews, observations, and content analysis to gather data about the design, implementation, and leadership of the school. The PI examines how the leadership understands the needs of students, develop standards, plan curricula, select pedagogy, and provide scaffolds for teachers and students. The PI also explores how the leadership selects teachers and supports their professional development as well as summarizes many aspects of the organization and programming. The PI reviews planning documents through retrospective analysis to obtain a more accurate account of efforts taken from the initiation of ideas about the school to implementation for the first year. Regarding proposed outcomes, the project offers a vision of what works in science STEM classroom for African American boys and tracks the impact of instructional approaches on the interest of students in science, attitudes about belonging, and science achievement. A RAPID is the most appropriate funding avenue for this timely and worthy effort of national importance.