Collaborative Research: Adapting and Implementing a Geospatial High School Course in Career and Technical Education Clusters in Urban Settings

合作研究：在城市环境中职业和技术教育集群中调整和实施地理空间高中课程

• 批准号: 1759360
• 负责人: David Uttal
• 金额: $ 77.25万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-01-15 至 2023-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1759360&HistoricalAwards=false
• 关键词: Collaborative; Research; Adapting; Implementing; Geospatial

This is a collaborative project submitted to the Successful Project Expansion and Dissemination (SPrEaD) strand of the Innovative Technology Experiences for Students and Teachers (ITEST) program (Program Solicitation NSF 17-565) to advance efforts to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The goal is to expand and disseminate strategies to support spatial thinking at the high school level by adapting and implementing the previously developed Geospatial Semester (GSS) one-year, dual-credit course focused on developing geospatial problem-solving skills and applying those skills to student-selected problems. GSS consists of introductory exercises to develop students' basic skills in using Geographic Information Systems (GIS) for analyzing spatial problems, supporting students in framing a meaningful problem from a spatial perspective, identifying and organizing relevant spatial datasets, analyzing their spatial data as evidence for proposing solutions for their problem, and making a public presentation of their results. GSS is currently taught in high schools in Virginia in partnership with James Madison University. At the core of GSS is the development of spatial thinking skills, which are strongly predictive of achievement, persistence, and attainment in STEM fields, even after accounting for other relevant variables, such as mathematical and verbal aptitude. Thus, the central purpose of the study is to adapt and implement the GSS high school course in six Career and Technical Education (CTE) clusters in the Chicago Public Schools (CPS). The project will select participants from identified groups currently underrepresented in STEM occupations. Through the GSS course, students will engage with relevant STEM, social science, and CTE topics that cut across multiple disciplines, and engage in relevant practices, including scientific data collection, analysis, modeling, and interpretation. The project will adopt and adapt the core elements of the GSS for the context of Chicago CTE programs using a design-based implementation research (DBIR) approach. The study will use a framework of spread and scale to investigate the strategies for expanding and disseminating the course and the ways in which contextual factors influence the likelihood of success. It will address two research questions regarding whether, and how, the GSS can be adapted to the needs of a large, urban district teaching a variety of CTE-related skills: (1) How can large urban school districts develop the necessary infrastructure to implement GSS without the direct support of the developers?; and (2) Can we develop classroom-based assessments of spatial reasoning that have convergent validity with the research-based measures used in past research? To address the former, the project will partner with the City Colleges of Chicago to provide the dual enrollment credit, and engage in co-design with teachers to develop an implementation model that is tailored to CPS's CTE curriculum and supported by continuing professional development practices. To answer the latter, the project will engage in co-design with teachers to develop classroom assessments of spatial thinking and validate the extent to which they correlate with research-based measures. The project will use these assessments to investigate whether the adaptation of GSS in Chicago provides outcomes that are comparable to those of the established GSS implementations in Virginia. Data sources will include classroom observations, ratings of student work products, teacher interviews, student demographics, and growth in student performance on pretest and posttest assessments. A debriefing routine will be used to interpret what has happened and plan prospective events for the next implementation phase. A mixed-method approach will be employed to incorporate quantitative analysis of student learning. As DBIR research, the project will (a) form partnerships between researchers and practitioners focused on persistent problems of practice from multiple stakeholders' perspectives; (b) focus on the importance of spatial reasoning as foundational for STEM practice through a multi-stakeholder partnership of GIS educators, psychologists, implementation researchers, a large urban district and community college; and (c) develop capacity for sustaining change in systems through GSS teacher leaders and new courses in GIS at City Colleges of Chicago. The project will develop new co-designed curriculum materials through (a) pilot testing of materials (years 1-2); (b) field testing of materials (year 3) with emphasis on professional development, implementation research (to examine the extent to which the program is successfully implemented across a variety of school contexts), and analysis of field-test results; and (c) testing the integration of the professional development and course implementation into the CTE operations, including analysis of the validity and quality of spatial-thinking classroom assessments. The main outcome of this effort will be a high school GIS-focused CTE curriculum prototype developed through co-design processes, as well as DBIR focused on geospatial problem-solving. An external advisory board will provide ongoing, independent, and critical reviews of the implementation of the program to evaluate progress, both formative and summative.

这是一个合作项目，提交了针对学生和教师（ITEST）计划的创新技术经验（计划招标NSF 17-565）的成功项目扩展和传播（传播），以促进努力，以更好地理解和促进实践，从而提高学生的动机和能力，从而提高科学，技术，工程，工程技术，或数学技术的职业。目的是通过调整和实施先前开发的地理空间学期（GSS）一年，双学分课程，以扩展和传播策略，以支持高中层面的空间思维，重点是发展地理空间解决问题问题，并将这些技能运用到学生选择的问题上。 GSS包括介绍性练习，以开发学生使用地理信息系统（GIS）来分析空间问题的基本技能，从而支持学生从空间的角度来构建有意义的问题，识别和组织相关的空间数据集，分析他们的空间数据，以分析他们的问题，以提出解决方案的解决方案，并将公共介绍进行公共介绍。 GSS目前与詹姆斯·麦迪逊大学（James Madison University）合作在弗吉尼亚州的高中任教。 GSS的核心是空间思维技能的发展，即使考虑到其他相关变量（例如数学和言语能力），它们即使在STEM领域的成就，持久性和成就都可以很好地预测。因此，该研究的核心目的是在芝加哥公立学校（CPS）中适应和实施GSS高中课程（CTE）群集。该项目将从目前在STEM职业中代表不足的识别组中选择参与者。通过GSS课程，学生将参与相关的STEM，社会科学和CTE主题，这些主题削减了多个学科，并从事相关实践，包括科学数据收集，分析，建模和解释。该项目将使用基于设计的实施研究（DBIR）方法采用并适应GSS的核心要素，以实现芝加哥CTE计划的背景。该研究将使用扩展和规模的框架来研究扩大和传播课程的策略以及背景因素影响成功可能性的方式。它将解决有关GSS是否以及如何适应大型城市地区的需求，教授各种与CTE相关的技能的需求：（1）如何在没有开发人员直接支持的情况下实施GSS的必要基础设施？ （2）我们是否可以根据过去研究中使用的基于研究的措施来开发基于课堂的空间推理评估？为了解决前者，该项目将与芝加哥城市学院合作，以提供双重入学信贷，并与教师共同设计，以开发一种实施模型，该模型是针对CPS的CTE CTE课程量身定制的，并通过持续的专业发展实践为支持。为了回答后者，该项目将与教师共同设计，以开发有关空间思维的课堂评估，并验证其与基于研究的措施相关的程度。该项目将使用这些评估来调查芝加哥GSS的适应是否提供与弗吉尼亚州已建立的GSS实施的结果。数据源将包括课堂观察，学生工作产品的评分，教师访谈，学生人口统计以及在测试和测试后评估中的学生绩效增长。汇报程序将用于解释发生的事情，并为下一个实施阶段计划预期事件。将采用一种混合方法来纳入学生学习的定量分析。正如DBIR研究一样，该项目将（a）从多个利益相关者的角度从研究人员和从业者之间建立伙伴关系； （b）专注于通过GIS教育者，心理学家，实施研究人员，大型城市区和社区学院的多方利益相关者合作伙伴关系，将空间推理作为STEM实践的基本实践的重要性； （c）通过GSS教师领导者和芝加哥城市学院的GIS新课程来发展系统变化的能力。该项目将通过（a）材料试点测试（1 - 2年）开发新的共同设计的课程材料； （b）对材料的现场测试（3年级），重点是专业发展，实施研究（以研究该计划在多种学校环境中成功实施的程度），并分析现场测试结果； （c）测试专业发展和课程实施到CTE运营中的集成，包括分析空间思维的课堂评估的有效性和质量。这项工作的主要结果将是通过共同设计过程开发的高中，以GIS为重点的CTE课程原型，以及专注于地理空间问题解决问题的DBIR。外部咨询委员会将对该计划的实施进行持续，独立和批判性评估，以评估形成性和总结性的进度。