Inclusive Instructor Behaviors in the Calculus Sequence

微积分序列中的包容性教师行为

• 批准号: 1937617
• 负责人: Nathanial Brown
• 金额: $ 33.97万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1937617&HistoricalAwards=false
• 关键词: Inclusive; Instructor; Behaviors; Calculus; Sequence

This project will support an educational research project to design, implement, and analyze the results of survey that explores inclusive teacher behaviors in first year calculus classes. In addition, it will support professional development to enable the principal investigator, a new STEM education researcher, to develop the skills needed to conduct the project. Research at the K-12 level provides considerable evidence that classroom environment and teacher practice affect the growth mindset, sense of belonging, and self-efficacy of students, particularly underrepresented students. Research also shows that marginalized groups in STEM may perceive the environment and teacher behavior in different ways than those from non-marginalized groups. Little work in this area has been done at the undergraduate level. In this building capacity project, a survey instrument to measure inclusive instructor behaviors will be developed and given to over 1000 STEM majors in calculus at Penn State University. Simultaneously, the investigator will be involved in an intensive, two-part professional development process. The PI will have a mentor team consisting of experts in mathematics education and STEM diversity research who will support him during the entire project. In addition, he will take graduate level classes in statistics and mathematics education to increase his knowledge and skills in math education research.In this project, an instrument to measure inclusive teacher behaviors will be developed by using items from relevant K-12 and undergraduate surveys. The instrument will be piloted in year one, and then revised based on the results. Students in calculus classes at Penn State University will be asked to complete the instrument, and the investigator will analyze and interpret the survey results. In addition, qualitative data from classroom observations, focus groups, and cognitive interviews will be gathered and analyzed to help validate instrument validity and interpret the data. Results of this two-year capacity building project are expected to lay the foundation for future work related to equitable teaching practices in college mathematics courses.The project is supported through the EHR Core Research: Building Capacity in STEM Education Research (ECR: BCSER) competition that is designed to build individuals' capacity to carry out high quality fundamental STEM education research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.

该项目将支持一个教育研究项目，以设计、实施和分析调查结果，探索一年级微积分课程中包容性教师行为。 此外，它将支持专业发展，使首席研究员（新的 STEM 教育研究员）能够培养开展该项目所需的技能。 K-12 级别的研究提供了大量证据，表明课堂环境和教师实践会影响学生（尤其是代表性不足的学生）的成长心态、归属感和自我效能。研究还表明，STEM 中的边缘化群体可能以与非边缘化群体不同的方式感知环境和教师行为。本科阶段这方面的工作还很少。 在这个能力建设项目中，将开发一种测量包容性教师行为的调查工具，并将其提供给宾夕法尼亚州立大学微积分专业的 1000 多名 STEM 专业学生。 同时，研究者将参与一个密集的、由两部分组成的专业发展过程。 PI 将拥有一个由数学教育和 STEM 多样性研究专家组成的导师团队，他们将在整个项目期间为他提供支持。 此外，他还将参加统计学和数学教育方面的研究生课程，以增加他在数学教育研究方面的知识和技能。在这个项目中，将利用相关 K-12 和本科生调查中的项目开发一种衡量包容性教师行为的工具。 该工具将在第一年进行试点，然后根据结果进行修订。 宾夕法尼亚州立大学微积分课程的学生将被要求完成该工具，调查人员将分析和解释调查结果。 此外，还将收集和分析来自课堂观察、焦点小组和认知访谈的定性数据，以帮助验证仪器的有效性和解释数据。 这个为期两年的能力建设项目的结果预计将为未来与大学数学课程公平教学实践相关的工作奠定基础。该项目得到了 EHR 核心研究：STEM 教育研究能力建设（ECR：BCSER）竞赛的支持旨在培养个人在 STEM 学习和学习环境中开展高质量基础 STEM 教育研究、扩大 STEM 领域参与以及 STEM 劳动力发展的能力。该奖项反映了 NSF 的法定使命，并通过评估认为值得支持使用基金会的智力价值和更广泛的影响审查标准。