SBP: Collaborative Research: Improving Engagement with Professional Development Programs by Attending to Teachers' Psychosocial Experiences

SBP：协作研究：通过关注教师的社会心理体验来提高对专业发展计划的参与度

• 批准号: 2314254
• 负责人: Laura Brady
• 金额: $ 15.81万
• 依托单位: American Institutes for Research in the Behavioral Sciences
• 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 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314254&HistoricalAwards=false
• 关键词: SBP; Collaborative; Research; Improving; Engagement

As the U.S. student population grows more diverse, longstanding disparities in educational opportunities and outcomes persist. Efforts to remedy these disparities often use focused professional development (PD) to support educators in more effectively teaching diverse students. PD covers a wide array of topics, such as culturally responsive instruction, inclusive practices for students, and strategies for engaging students who have experienced adversity. What unites these diverse PD approaches is an intentional and explicit focus on understanding the issues facing students with diverse experiences and needs, and on equipping educators with skills to overcome these challenges and support student success. While focused PD is in high demand, little is known about its effectiveness. Many focused PD programs have little to no effect, and some may be counterproductive. For example, these programs can create a sense of psychological threat among educators, leading to feelings of being excluded, judged, or disadvantaged. These outcomes can result in resistance and backlash that undermine program goals.For focused PD to be successful, it needs to attend to educators' experiences. This project conducts studies that examine how three common sources of psychological threat in focused PDs (identity, culture, and pedagogy threats) shape how educators engage with and use focused PD content in their classrooms, and how this use improves students’ academic experiences and performance. Two studies use focus groups and survey designs to examine these issues among a national sample of educators who have participated in a wide variety of focused PD experiences. Three additional studies use randomized controlled experiments to test strategies for mitigating identity, culture, and pedagogy threats among educators. Together, this work provides insight for creating focused PD environments where all teachers feel valued, equipped to engage with challenging ideas, and capable of growing their classroom skills.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.

随着美国学生群体变得更加多样化，教育机会和成果方面长期存在的差异仍然存在，为了弥补这些差异，通常会使用针对性的专业发展（PD）来支持教育工作者更有效地教授多样化的学生，例如。作为文化响应式教学、针对学生的包容性实践以及吸引经历过逆境的学生的策略，这些多样化的 PD 方法的特点是有意且明确地关注理解具有不同经历和需求的学生所面临的问题，并为教育工作者提供技能。到克服这些挑战并支持学生取得成功虽然人们对重点发展项目的需求量很大，但人们对其有效性知之甚少。教育工作者之间存在威胁，导致被排斥、评判或处于不利地位的感觉。这些结果可能会导致抵制和强烈反对，从而破坏计划目标。为了使重点发展项目取得成功，需要关注教育工作者的经验。检查重点 PD 中三种常见心理威胁来源的情况（身份、文化和教育学威胁）塑造了教育工作者如何在课堂上参与和使用重点发展内容，以及这种使用如何提高学生的学术经验和表现。两项研究使用焦点小组和调查设计来研究全国范围内的这些问题。另外三项研究使用随机对照实验来测试减轻教育工作者中的身份、文化和教育学威胁的策略，这项工作为创建所有人都参与的重点PD环境提供了见解。教师感到受到重视，有能力参与具有挑战性的想法，并且能够提高他们的课堂技能。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。