Readiness through Integrative Science and Engineering: Refining and Testing a Co-Constructed Curriculum Approach with Head Start Partners

通过综合科学与工程做好准备：与 Head Start 合作伙伴完善和测试共同构建的课程方法

• 批准号: 1621161
• 负责人: Christine McWayne
• 金额: $ 298.07万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621161&HistoricalAwards=false
• 关键词: Readiness; through; Integrative; Science; Engineering

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) for 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. Readiness through Integrative Science and Engineering (RISE) is a late stage design and development project that will build upon the results of an earlier NSF-funded design and development study in which a co-construction process for curriculum development was designed by a team of education researchers with a small group of Head Start educators and parent leaders. In this phase, the design team will be expanded to include Classroom Coaches and Community Experts to enable implementation and assessment of the RISE model in a larger sample of Head Start classrooms. In this current phase, an iterative design process will further develop the science, technology, and engineering curricular materials as well continue to refine supports for teachers to access families' funds of knowledge related to science, technology, and engineering in order to build on children's prior knowledge as home-school connections. The ultimate goal of the project is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families who tend to be underrepresented in curriculum development studies even though they are most at-risk for later school adjustment difficulties. The focus on science, technology, and engineering will address a gap in early STEM education.The proposed group-randomized design, consisting of 90 teachers/classrooms (45 RISE/45 Control), will allow for assessment of the impact of a 2-year RISE intervention compared with a no-intervention control group. Year 1 will consist of recruitment, induction, and training of Classroom Coaches and Community Experts in the full RISE model, as well as preparation of integrative curricular materials and resources. In Year 2, participating teachers will implement the RISE curriculum approach supported by Classroom Coaches and Community Experts; data on teacher practice, classroom quality, and implementation fidelity will be collected, and these formative assessments will inform redesign and any refinements for Year 3. During Year 2, project-specific measures of learning for science, technology, and engineering concepts and skills will also be tested and refined. In Year 3, pre-post data on teachers (as in Year 2) as well as on 10 randomly selected children in each classroom (N = 900) will be collected. When child outcomes are assessed, multilevel modeling will be used to account for nesting of children in classrooms. In addition, several moderators will be examined in final summative analyses (e.g., teacher education, part or full-day classroom, parent demographics, implementation fidelity). At the end of this project, all materials will be finalized and the RISE co-construction approach will be ready for scale-up and replication studies in other communities.

Discovery Research K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具的研究和开发，以显着增强PreK-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计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。通过综合科学与工程（RISE）准备就绪是一个后期的设计和开发项目，它将基于NSF资助的较早资助的设计和开发研究的结果，在该研究中，课程开发的共同构建过程是由一群教育研究人员设计的，由一小群Head启动教育者和父母领导者设计。在此阶段，设计团队将被扩展到包括课堂教练和社区专家，以在更大的Head Start教室样本中实施和评估RISE模型。在当前阶段，迭代设计过程将进一步开发科学，技术和工程课程材料，并继续为教师提供与科学，技术和工程有关的知识资金的支持，以建立孩子的先验知识作为家庭学校的联系。该项目的最终目标是改善来自低收入家庭的文化和语言多样化，城市保留的儿童的学校准备，这些儿童在课程发展研究中往往不足，即使他们对以后的学校调整困难最为危险。对科学，技术和工程的关注将解决早期STEM教育的差距。拟议的小组随机设计，包括90个教师/教室（45个上升/45个控制），将允许评估与无介入对照组相比，两年升级干预的影响。第1年将包括对完整崛起模式的课堂教练和社区专家的招聘，入职和培训，以及准备综合课程材料和资源的准备。在第二年，参与的教师将实施由课堂教练和社区专家支持的RISE课程方法；将收集有关教师实践，课堂质量和实施保真度的数据，这些形成性评估将为您的第3年级进行重新设计和任何完善。在第二年，针对科学，技术和工程概念和工程概念和技能的项目特定于项目的学习度量也将进行测试和精炼。在第3年，将收集有关教师的前数据（如第2年）以及每个教室中随机选择的10个儿童（n = 900）。评估儿童结果时，将使用多级建模来解释教室中儿童的筑巢。此外，将在最终的总结分析（例如，教师教育，部分或全日课堂，父母人口统计，实施忠诚度）中对几个主持人进行检查。在该项目结束时，所有材料都将被最终确定，而Rise共同建设方法将准备好在其他社区进行扩大和复制研究。