Project 2: Using Precision Education Factors to Individualize Education (T2)

项目二：利用精准教育因素实现个性化教育（T2）

基本信息

批准号：
10757561
负责人：
Sara Ann Hart
金额：
$ 36.22万
依托单位：
FLORIDA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-07-01 至 2028-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10757561
关键词：
Achievement Address Attention deficit hyperactivity disorder Behavioral Child Classification Cognitive Communities DNA sequencing Data Education English Learner Environment Florida Focus Groups Funding Genes Genetic Genetic Markers Genomics Geographic Information Systems Geographic Locations Goals Growth Home Individual Individual Differences Inequity Instruction Intervention Language Language Development Learning Learning Disabilities Learning Disorders Measures Methods Monitor Mutation Neighborhoods Outcome Participant Predictive Factor Psychological Factors Psychology Reading Research Research Personnel Resource Allocation Risk Risk Factors Role Sampling Schools Science Single Nucleotide Polymorphism Students Survey Methodology Surveys System Time Translational Research Variant Work career community center cost effective data resource disability disease classification educational atmosphere efficacy testing first grade genome sequencing high risk improved member next generation predicting response predictive modeling protective factors psychologic public database reading comprehension reading difficulties recruit response screening second grade skill acquisition skills technology platform theories training opportunity whole genome

项目摘要

Summary/Abstract Using advancements in genomics, combined with rich data resources describing the environments around developing children, and an understanding of cognitive and behavioral correlates, precision education is a contemporary approach to individualizing education to the specific genes, environments, and psychological risk and protective factors (called “precision education factors”) of the individual child (Hart, 2016). In this high-risk project, we leverage an existing sample of at-risk first graders, 50% of whom are English learners, who have completed a small group reading intervention project with longitudinal measures of reading and language ability. We combine theories and methods from genomics, geographical information systems (GIS), psychology, and education, to study the role of precision education factors on in a sample reflecting the real- world complexity of children who have multiple vulnerabilities. Matching the broader Center themes, we expand our classification systems to include everything we know about an individual's genetics, environments, and psychological risk and protective factors, into a predictive model of student achievement, specific learning disorder classification, and response to intervention. The sample will include 500 first-grade children, followed through second grade, who have been identified as at risk for reading difficulties and who have completed a small group reading intervention through a different project. We will collect new genomics, environmental, and cognitive/behavioral factors data, which when combined with the extensive reading and language data collected by the original intervention project, will allow us to address the overall goal of the proposed research through three specific aims. First, we will apply a precision education approach to predict reading and language development (Specific Aim 1). Second, we will apply a precision education approach to predict specific learning disorders (Specific Aim 2). Third, we will apply a precision education approach to predict response to intervention (Specific Aim 3). We will do this work in a sample with multiple vulnerabilities, including being at risk for reading difficulty as well as being English learners. We will use bidirectional engagement, including recruitment coordinators from the local communities, a local advisory board of community stakeholders, and focus groups of community stakeholders to better understand the implication of findings from this project, allowing us to build bridges between research and practice. Training opportunities for career researchers and community members are structurally integrated throughout the project.

摘要/摘要使用基因组学的进步，结合描述周围环境的丰富数据资源成长的孩子，以及对认知和行为相关的理解，精确教育是一种将教育个性化为特定基因，环境和心理风险的当代方法和个体儿童的受保护因素（称为“精度教育因素”）（Hart，2016年）。在这个高风险中项目，我们利用现有的高危一年级学生样本，其中50％是英语学习者通过纵向阅读和语言完成了一个小组阅读干预项目能力。我们结合了来自基因组学，地理信息系统（GIS）的理论和方法，心理学和教育，研究精确教育因素在反映实际样本中的作用具有多种漏洞的儿童的世界复杂性。符合更广泛的中心主题，我们扩展我们的分类系统，包括我们知道的有关个人的遗传学，环境，以及心理风险和保护因素，成为学生成就的预测模型，特定的学习疾病分类和对干预的反应。样本将包括500名一年级儿童，然后包括到二年级，他们被确定为有阅读困难的风险，并且已经完成了小组阅读干预通过另一个项目。我们将收集新的基因组学，环境和认知/行为因素数据，这些数据与广泛的阅读和语言数据结合在一起由原始干预项目收集的将使我们能够解决拟议研究的总体目标通过三个特定目标。首先，我们将采用精确的教育方法来预测阅读和语言发展（特定目标1）。其次，我们将采用精确的教育方法来预测特定的学习障碍（特定目标2）。第三，我们将采用精确的教育方法来预测对干预的反应（特定目标3）。我们将在具有多个漏洞的样本中进行这项工作，包括有阅读困难的风险以及成为英语学习者。我们将使用双向参与，包括来自当地社区的招聘协调员，社区利益相关者和社区利益相关者的焦点小组，以更好地了解该项目的发现，使我们能够在研究和实践之间建造桥梁。培训机会职业研究人员和社区成员在整个项目中都在结构上整合。