Bridging Science Teaching and Learning in Title 1 Schools

在第一类学校中架起科学教学的桥梁

• 批准号: 2010361
• 负责人: Brian Williams
• 金额: $ 45万
• 依托单位: Georgia State University Research Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010361&HistoricalAwards=false
• 关键词: Bridging; Science; Teaching; Learning; Title

This project addresses a long-standing challenge in science education centered on a national commitment to and interest in advancing the prosperity and welfare of young learners who have been historically underrepresented in science. It addresses challenges with broadening participation in science by providing equity and access to quality science instruction at Title 1 elementary schools in metro Atlanta, Georgia. Title 1 schools are schools with large concentrations of low-income students that receive supplemental funds to assist in meeting educational goals and educational needs of students living near poverty levels. Opportunities to learn science in elementary school are particularly limited; especially in those schools that serve racially and ethnically diverse children and children suffering from poverty. Interventions aimed at broadening participation have been limited in both impact and scope. This project is addressing this challenge through the development, implementation, and evaluation of a professional development model that will prepare teachers to effectively utilize science education practices grounded in culturally responsive pedagogy. It provides a new science instruction model that intersects the best practices in science education with the theoretical principles of culturally relevant/responsive pedagogy found to influence students from low economic, diverse communities. By focusing on both in-service and preservice teachers, the project will make a valuable contribution to the understanding of teacher education across the trajectory of educators’ careers and deepen an understanding of how to prepare teachers to adopt and effectively utilize effective practices in their everyday classrooms, particularly in relation to science teaching and learning.The project will involve 30 preservice and 20 in-service teachers participating in a summer academy and workshops introducing them to instructional features of the model that will later be used during instruction with the students. Instruction provided by the teachers will impact approximately 1,420 students. The goal of the project is to design and test an innovative science instruction model that intersects the best practices in science education with the principles of culturally responsive pedagogy. The two-year design and development project incorporate mixed methods to examine the three components of the model hypothesized as critical for improvements in teacher practice: culturally responsive classroom management, discourse, and anchoring. Use of qualitative and quantitative methods and measures during exploration provides critical information on how to support instruction in Title 1 STEM schools in ways that are feasible, yet effective. The Discovery Research K-12 program (DRK-12) 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.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.

该项目应对以历史降低科学的年轻学习者的长期挑战。在贫困阶段，统一的学生在贫困中获得了贫困的统一，并在贫困中获得了贫困。实施和评估专业发展模型教师，以有效地利用与文化相关/响应敏感的教学法的敏锐响应原则，这些教学法会影响低经济，多元化社区的学生。在教育工作者职业生涯的轨迹轨迹的教师教育中，并加深了如何to to to to to to to to to to to to to to to to to to to to to to to to int to to int to to to to int to to to to to to Unding and有效利用其日常教室中的实践，尤其是与科学和学习有关。 Roject将涉及参加夏季学院的服务教师，并将其工程师用于模型的奶头，后来在教师的指导中使用，教师将影响大约1,420名CT。塔尔图拉（Taltura）在科学教育方面的最佳实践响应教学法为两年的设计和开发项目方法，以研究该模型的三个组成部分，该模型被认为是批判性授权的授权人民的授课活动的授课时间，教师的态度和统治者在教师中进行了分析在探索期间，提供了有关如何以可行的方式在标题1的STEM学校中支持的关键信息，Discovery Research Ram（DRK-12）试图显着增强科学，技术，工程和数学（STEM）的学习和教学PreK-12，通过创新资源的研究和开发，建立在STEM教育和开发工作中的基本研究，这些研究提供了理论和经验的拟定项目。重新值得和更广泛的影响审查标准。