Supporting Consequential Learning in Middle School STEM through Rightful Familial Presence

通过合法的家庭存在支持中学 STEM 的后续学习

• 批准号: 2201083
• 负责人: Angela Calabrese Barton
• 金额: $ 112万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201083&HistoricalAwards=false
• 关键词: Supporting; Consequential; Learning; Middle; STEM

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.

在学校的家庭形象支持儿童的学习。但是，很少有模型可以说明在STEM学习中的家庭存在形式，即中心家庭文化知识和实践。该项目将与教学工具和说明性案例研究生成家庭参与模型，并在全国范围内可以使用，以支持增加学生的STEM学习。这项为期三年的研究调查了新的教学实践，这些实践支持在STEM中的合法家庭存在，以此作为解决历史上边缘化学生的STEM成就持续种族和阶级差距的一种机制。合法的家庭存在是一种真正的家庭参与的强大形式，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运动，尤其是当这些形式的资本在历史上被茎学习中被边缘化时。该奖项由Discovery Research PreK-12计划（DRK-12）资助，该计划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教育和先前的研究和发展工作的基础研究，为拟议项目提供了理论和经验的理由。在STEM项目中，合法的家庭存在的目标是1）与六年级的教师和家庭成员与家庭互动建立模型的合作，以及如何在seam severs Adforcement in Diffenate segripper and Semports中进行合作，并如何支持在两个不同的学生中学习的机会以及如何在不同的课程中学习。该项目试图通过发展基于实践的，以理论为基础的锻炼理解对合法农场的影响力如何支持STEM教学的理解来提高理论。在三年的时间里，使用基于参与设计的干预研究的周期，将设计，测试和精制在STEM干预中的合法家族存在。教师和家庭成员将合作参与新的活动系统，这些系统将对STEM特定的课程和教学实践进行见解，以进行公平的中学STEM教育。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，父母和家人以及密歇根大学和北卡罗来纳大学格林斯伯勒大学的教师。该项目旨在产生a）关于教师实践如何培养新形式的应有农场的新形式以支持学生学习的新知识，以及教师如何理解和采用这些实践； b）具有充实的老师和农民角色的练习框架，以系统地增加中学STEM学习中的合法农民的存在，并如我们的沟通计划中所解释。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛影响的评估标准通过评估来获得的支持。