Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat in Science

探究启动：缓解刻板印象威胁影响的干预是DRK-12教师团队中的一个探索性项目，调查课堂层面和基于探究的教学背景下的刻板印象威胁，以制定策略和相关的专业发展课程，使用通用学习设计的原则，帮助教师学习如何减轻刻板印象威胁。该项目包括三项主要活动：1)验证刻板印象威胁对个别学生的影响影响整个班级教学过程的假设的实验研究：研究参与者包括来自马萨诸塞州3个不同学区的3名教师，每个教师有4个8年级科学班，总共12个科学班和大约300名学生。两种处理条件(刻板印象威胁诱导和非刻板印象威胁诱导)被盲目地应用于三个班级组，共六节课。该项目使用现有的调查来收集数据，包括“交流互动”、RtoP分量表、建构主义学习环境调查(CLES)的分量表，以及衡量领域显着性的简短的学生问卷(例如，课堂参与度的自我排名)。分析采用普通最小二乘(OLS)回归，并根据治疗条件、刻板印象学生比例和领域显著程度对课堂教学过程进行预测。2)与教师合作，将研究成果转化为课堂实践和一个原型在线专业发展课程：三名参与研究1的中学教师作为联合研究员，使用通用学习设计模型。该产品是一个原型，在线专业发展模块，包括自定进度的演示、小组促成的讨论、异步讨论和与专家的现场网络广播，所有这些都集中在教师如何在实践中实施策略以减少刻板印象威胁。将从清晰度、可获得性、用途、价值和承诺等方面对设计要素进行评估。3)试行测试三个专业发展模块：专业发展部分(通过实践社区)支持课堂教师将这些战略纳入他们的日常活动。参与单元最初研究和设计的三名教师参加了为期六周的在线专业发展课程试点研究，预计由三个单元组成，教师每周参加3-4个小时。本课程通过观察职业发展互动(同步和异步)、访谈、实施策略、Moodle电子使用日志、在线讨论和调查问卷进行评估。描述性统计和回归分析被用来寻找教师特征对使用和贡献的预测因素。该项目提供了关于刻板印象威胁的关键知识，这一结构被证明是导致STEM教育成绩差异的原因。该项目的成果将包括将提交给科学教育研究期刊发表的研究成果；一个关于减轻STEM教育课堂中陈规定型观念威胁的在线教师专业发展课程的原型；以及向CAST和少数族裔学生成就网络的教师传播该课程。

Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat is an Exploratory Project in the Teacher Strand of DRK-12 that investigates stereotype threat at the classroom level and in the context of inquiry-based instruction, in order to develop strategies and a related professional development course, using the principles of Universal Design for Learning, to help teachers learn how to mitigate stereotype threat. The project includes three major activities: 1) An experimental study testing the hypothesis that the influences of stereotype threat on individual students affects instructional processes for the class as a whole: Research participants include three teachers from 3 different school districts in Massachusetts, each with four 8th grade science classes, for a total sample of 12 science classes and approximately 300 students. The two treatment conditions (stereotype threat induced vs. not induced) are applied blindly to three classroom groups over a series of six lessons. The project uses existing surveys for gathering data, including "Communicative Interactions", RTOP subscales, subscales of the Constructivist Learning Environment Survey (CLES), and a brief student questionnaire measuring domain salience (e.g., self ranking of degree of participation in class). The analysis is conducted using Ordinary Least Squares (OLS) regression, with predictions of classroom instructional processes based on treatment condition, percentage of students in stereotyped group, and domain salience.2) Collaboration with teachers as co-researchers to translate research findings into classroom practices and a prototype online professional development course: Three middle school teachers who participated in Study 1 serve as co-researchers, using the Universal Design for Learning model. The product is a prototype, online professional development modules that include self-paced presentations, small group facilitated discussions, asynchronous discussions, and live webcasts with experts, all focused on how teachers can implement strategies to mitigate stereotype threat in their practice. The design elements will be assessed in terms of clarity, accessibility, use, value, and promise.3) Pilot testing of three professional development modules: The professional development component (via communities of practice) supports classroom teachers as they incorporate these strategies into their daily activities. The three teachers involved in the original study and design of modules participate in a six-week pilot study of the online professional development course, anticipated to consist of three modules, with teachers participating 3-4 hours per week. The course is evaluated through observations of professional development interactions (synchronous and asynchronous), interviews, implementation strategies, Moodle Electronic Usage Logs, online discussions, and a questionnaire. Descriptive statistics and regression analysis are used to seek predictors of use and contributions by teacher characteristics.The project contributes critical knowledge about stereotype threat, a construct shown to contribute to disparities in achievement in STEM education. The outcomes of the project will include research findings that are to be submitted to science education research journals for publication; a prototype, online teacher professional development course on mitigating stereotype threat in STEM education classrooms; and dissemination of the course to teachers who are part of the CAST and Minority Student Achievement Networks.