Teacher Collaborative for Culturally Relevant Mathematics and Science Curricula

为了提高效率，教师需要对支持所有学生成功的框架有深刻的理论理解，尤其是那些历史上得不到学校服务的学生。文化相关教学法（CRP）是一种将学生及其经验置于教学中心的教学框架。更具体地说，文化相关的数学和科学教学（CRMST）描述了支持学生在学校取得成功的公平的科学和数学教学实践。这个项目让小学教师参加了一个为期三天的会议，重点是CRP和CRMST。会议的目的是形成一个教师合作，分享经验和资源，相互学习，并创建自己的文化相关的科学和数学单元，用于他们的课堂。为了促进教师学习，会议包括由地方和国家内容领域专家、教师教育工作者和STEM教师领导领导的各种研讨会和活动，他们在课堂上使用与文化相关的科学/数学课程。在会议之后的一年中，教师将通过每月的教师协作会议和课堂支持，继续设计和实施CRMST。在项目年度结束时，教师将参加一个公共课程博览会，展示他们的项目，并让他们分享他们所学到的知识。该项目的研究部分将使用与文化相关的教学法和描述CRMST发展轨迹的框架作为理论和分析框架。特别是，后一个框架描述了参与CRP关键思想的水平，并关注，例如，教师是否参与变革决策，从个人或结构的角度解决问题，以及认识到他们在学习CRMST时的紧张和不适。该研究将侧重于更多地了解教师如何从合作机会中受益，以及他们如何发展对CRMST的理解。数据来源将包括：与文化相关的数学和科学课程（CR-MASC）单元、课堂观察、实地笔记和从教师参与者那里收集的调查。关于支持教师向CRMST转变的实践和结构的研究结果，以及典型的CR-MASC单元，将有助于教师教育的研究和实践，旨在改善边缘化学习者的科学和数学学习体验。探索研究项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高幼儿园至12年级学生和教师对STEM学科的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

To be effective, teachers need a strong theoretical understanding of the frameworks that support success for all students, especially those students historically underserved by schools. Culturally relevant pedagogy (CRP) is a framework that puts students and their experiences at the center of teaching. Culturally relevant math and science teaching (CRMST), more specifically, describes equitable science and math teaching practices that support student success in schools. This project involves elementary teachers in a 3-day conference focusing on CRP and CRMST. The conference is designed to form a teacher collaborative to share experiences and resources, learn from one another, and create their own culturally relevant science and math units for use in their classrooms. To boost teacher learning, the conference includes a variety of workshops and activities led by local and national content area experts, teacher educators, and STEM teacher-leaders who use culturally relevant science/math curricula in their classrooms. In the year following the conference, teachers will be strategically supported to continue designing and implementing CRMST through monthly teacher collaborative meetings and in-classroom support. At the end of the project year, teachers will participate in a public curriculum fair that showcases their projects and allows them to share what they have learned. The research component of this project will use culturally relevant pedagogy and a framework that describes trajectories of development for CRMST as theoretical and analytical frameworks. In particular, the latter framework describes levels of engagement with key ideas from CRP and attends to, for example, whether teachers engage with transformative decision making, grapple with issues from an individual or structural perspective, and recognize tensions and discomfort in their learnings about CRMST. The research will focus on learning more about how teachers benefit from collaborative opportunities and how they develop understandings about CRMST. Data sources will include: culturally relevant mathematics and science curricula (CR-MASC) units, classroom observations, field notes, and surveys collected from the teacher participants. Findings about practices and structures that support teachers’ movement towards CRMST, as well as exemplary CR-MASC units, will contribute to research and practice in teacher education aimed at improving science and math learning experiences for marginalized learners. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of STEM subjects by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.