The RISE Postdoctoral Training Program in Mathematics Education: Inclusive STEM Education rooted in an Integrative Theory of Learning

RISE数学教育博士后培训项目：植根于综合学习理论的全纳STEM教育

• 批准号: 2329497
• 负责人: Percival Matthews
• 金额: $ 124.99万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2329497&HistoricalAwards=false
• 关键词: RISE; Postdoctoral; Training; Program; Mathematics

The RISE Postdoctoral Training Program will train a cohort of postdoctoral scholars in STEM Education research using a framework based on the RISE principles (Nasir et al., 2021). The RISE principles hold that learning is: Rooted in basic biological and cognitive processes; Integrated with socioemotional and identity development; Situated in and shaped by social and cultural contexts; and Experienced as embodied and socially coordinated. Guided by these principles, the research and education training plan features five key components: (1) individualized mentorship; (2) research apprenticeships with existing projects that address one or more of the RISE principles; (3) support for independent research according to fellows’ interests and guided by their primary and secondary mentors; (4) interdisciplinary training; and (5) development of professional competencies, including publishing and grant writing. The program integrates cutting edge science on effective mentorship with the mentoring team’s interdisciplinary expertise in the learning sciences and STEM education. The program will nurture a cohort of emerging researchers committed to serving underrepresented communities who are prepared to both push the frontiers of inclusive STEM education and to train future researchers.The program features a theory-driven, resource-rich, cohort-based approach, offering customized mentored experiences to ensure the engagement and retention of diverse researchers participating in community-engaged research. The proposed program rests upon the proposition that a generative path towards creating more equitable STEM learning outcomes requires recognizing that extant views of learning limit widely held beliefs and visions about what can be learned, who can learn, and importantly, how learning occurs. The program will thus leverage combined insights from interdisciplinary studies of the science of learning as detailed in the RISE framework. The work will be driven by a core of established, highly productive math education and math cognition researchers with interdisciplinary yet complementary expertise who manage a large slate of existing projects with which postdoctoral fellows can engage. Moreover, the project will enlist support from UW–Madison’s nationally recognized institutes for promoting effective mentor training and community-engaged STEM research. In sum, the RISE Postdoctoral Training Program will marshal an array of expertise and resources to nurture a cohort of new researchers from diverse backgrounds who are prepared both (a) to push the frontiers of inclusive STEM education and (b) to achieve sustained impacts by ensuring greater participation in STEM by successive generations of learners from diverse groups.This project is supported by NSF’s STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) Program with co-funding from the Discovery Research PreK-12 Program (DRK-12). The STEM Ed PRF Program aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field. The DRK-12 Program 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.

崛起的博士后培训计划将使用基于崛起原则的框架（Nasir等，2021）培训STEM教育研究的一系列学者。上升原则认为学习是：植根于基本的生物学和认知过程；与社会情感和身份发展融为一体；由社会和文化背景所在并塑造；并经历了体现和社会协调的体验。在这些原则的指导下，研究和教育培训计划具有五个关键组成部分：（1）个性化的心态； （2）与现有项目的研究学徒制，这些项目涉及一个或多个崛起原则； （3）根据研究员的利益支持独立研究，并在其主要和次要心态的指导下； （4）跨学科培训； （5）发展专业能力，包括出版和赠款写作。该计划将有效心态的尖端科学与心理团队在学习科学和STEM教育方面的跨学科专业知识相结合。该计划将护理一批新兴的研究人员，他们致力于为代表性不足的社区提供服务，这些社区既准备推动包容性STEM教育的领域并培训未来的研究人员。拟议的计划取决于提议，即建立更公平的STEM学习成果的通用途径需要认识到，对学习的广泛观点限制了人们对可以学习的知识，可以学习，以及重要的是如何发生学习的信念和愿景。因此，该计划将利用Rise框架中详细介绍的学习科学跨学科研究的结合见解。这项工作将由拥有跨学科但完整的专家的既定，高产性数学教育和数学认知研究人员的核心驱动，这些专家管理了许多现有项目，可与博士后研究员一起参与其中。此外，该项目将获得西澳大学 - 麦迪逊分校全国认可的机构的支持，以促进有效的心理培训和社区参与的STEM研究。 In sum, the RISE Postdoctoral Training Program will marshal an array of expertise and resources to nurse a cohort of new researchers from divers backgrounds who are prepared both (a) to push the frontiers of inclusive STEM education and (b) to achieve sustained impacts by ensuring greater participation in STEM by successful generations of learners from divers groups.This project is supported by NSF’s STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) Program with Discovery Research PreK-12计划（DRK-12）共同基金会。 STEM ED PRF计划旨在增强STEM，STEM教育，教育和相关学科的最新博士学位的研究知识，技能和实践，以推动他们准备从事该领域知识的基本和应用研究的准备。 DRK-12计划通过研究和开发创新资源，模型和工具的研究和开发，旨在通过PreK-12学生和教师来显着增强科学，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，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。