Supporting Consequential Learning in Middle School STEM through Rightful Familial Presence

家庭在学校的存在支持孩子的学习。然而，在以家庭文化知识和实践为中心的STEM学习中，很少有模型说明家庭存在的形式。该项目将制作家庭参与STEM的模式，以及可供全国教师和学区使用的教学工具和说明性案例研究，以支持增加学生的STEM学习。这项为期三年的研究调查了支持家庭在STEM中合法存在的新的教学做法，作为一种机制，以解决历史上被边缘化的学生在STEM成绩上持续存在的种族和阶级差距。合法的家庭存在是真正的家庭参与的一种强大形式，它使家庭的社区文化资本合法化。它促进了家庭和学校之间的资本流动，特别是在这些形式的资本在STEM学习中历来被边缘化的情况下。这一奖项由发现研究PREK-12项目(DRK-12)资助，该项目旨在通过研究和开发创新资源、模型和工具，显著提高PRE-12学生和教师的科学、技术、工程和数学(STEM)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经验上的证明。STEM项目中合法的家庭存在的目标是1)与六年级教师和家庭成员合作，创造一个家庭参与的模式，2)研究该模式是否以及如何支持在两个不同的STEM内容领域的学生在代表不足的背景的中学生中平等和相应的学习机会。该项目寻求通过发展以实践为基础、以理论为导向的关于合法的家庭存在如何支持STEM教与学的经验理解来推进理论。在三年的时间里，利用基于设计的参与性干预研究周期，将设计、测试和改进STEM干预中合法的家庭存在。教师和家庭成员将共同参与新的活动系统，以深入了解STEM特定的课程和教学实践，以实现中学STEM教育的公平。该项目汇集了来自两个大型城市公立学区的教师、社区领袖、家长和家庭成员以及密歇根大学和北卡罗来纳大学格林斯伯勒分校的研究人员。该项目旨在产生a)关于教学实践如何培养支持学生学习的合法家庭存在的新形式的新知识，以及教师如何理解和采用这些做法；以及b)具有充实的教师和家庭角色的实践框架，以系统地增加中学STEM学习中的合法家庭存在，将在我们的沟通计划中解释。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Familial presence in school supports children’s learning. However, few models exist that illustrate forms of familial presence in STEM learning that center familial cultural knowledge and practice. The project will produce a model for familial engagement in STEM along with instructional tools and illustrative case-studies that can be used by teachers and school districts nationally in support of increasing students’ STEM learning. This three-year study investigates new instructional practices that support rightful familial presence in STEM as a mechanism to address the continued racial and class gaps in STEM achievement for historically marginalized students. Rightful familial presence is a powerful form of authentic family engagement that legitimizes families’ community cultural capital. It fosters capital movement between families and schools, especially when these forms of capital have historically been marginalized within STEM learning. This awarded is funded by the Discovery Research preK-12 program (DRK-12) which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) 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.The goals of the Rightful Familial Presence in STEM project are 1) to collaborate with 6th grade teachers and family members to produce a model for familial engagement, and 2) to study whether and how the model supports opportunities for equitable and consequential student learning in two different STEM content areas among middle school students from underrepresented backgrounds. The project seeks to advance theory by developing practice-based, theory-driven empirical understandings of how rightful familial presence supports STEM teaching and learning. Over three years and using cycles of participatory design-based intervention research, the Rightful Familial Presence in STEM intervention will be designed, tested and refined. Teachers and family members will collaboratively engage in new activity systems that will yield insights into STEM-specific curricular and instructional practices for equitable middle school STEM education. This project brings together teachers from two large urban public school districts, community leaders, parents and family members and researchers at the University of Michigan and the University of North Carolina at Greensboro. The project seeks to yield a) new knowledge on how instructional practices may foster new forms of rightful familial presence in support of student learning, and how teachers make sense of and take up these practices; and b) a practice framework with fleshed out teacher and familial roles to systemically increase rightful familial presence in middle school STEM learning, to be shared as explained in our communication plan.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.