Project Activities
In phase 1 of the project, the researchers will explore and contextualize the hybrid2 discourse framework in urban science classrooms through action research cycles with teachers. In phase 2, the researchers will explore URM students' science learning experiences and outcomes within the hybrid2 discourse framework. The project utilizes both convergent (integrating quantitative and qualitative data for a comprehensive understanding) and explanatory (qualitative data explaining quantitative findings) mixed methods designs.
Structured Abstract
Setting
The study will take place in middle schools from urban high-need school districts in Virginia and Michigan.
Sample
The sample will focus on underrepresented minority students in middle school science classrooms, including students from racial/ethnic minority groups (Black/African American, Hispanic/Latinx) and students from low socioeconomic backgrounds who historically have had limited access to high-quality STEM education. Within Virginia, the school district included in the study has a student population of approximately 75% Black, 13% Hispanic/Latinx, and 100% of students qualifying for free/reduced price lunch. Within Michigan, the school district has a student population of approximately 39% Black, 23% White, 20% Hispanic, 11% Multi-racial, 6% Asian and 1% Native American, and 86% of students qualifying for free/reduced price lunch.
The study will examine a comprehensive set of school factors (teachers' perceptions of school vision and policies related to equitable science teaching and blended learning), teacher factors (ability and value beliefs related to science teaching), and student factors (background characteristics that are predictive of science achievement including gender, ethnicity/race, grade, and prior science achievement) to predict science learning outcomes.
Research design and methods
A mixed methods approach will be applied across two interconnected phases. In phase 1, the researchers will recruit middle school science teachers and their students. An action research approach will be taken to explore hybrid2 principles in grade-specific (earth, life, physical sciences) science lesson study teams. Following a summer professional learning workshop, during the academic year, hybrid2 science discourse activities will be explored in "study, plan, teach, reflect" cycles with science teachers and researchers. In phase 2, an additional cohort of science teachers and their students will be recruited to further explore and examine hybrid2 science discourse opportunities in lesson study teams. In both phases, the researchers will integrate quantitative and qualitative data related to teachers' feedback and implementation, as well as students' engagement and science learning, to adapt the hybrid2 science discourse opportunities to meet the needs of the educators and students in a culturally responsive manner. The researchers will also explore how these opportunities relate to student engagement, self-efficacy, and science achievement.
Control condition
Due to the nature of the study design, there is no control condition.
Key measures
Key student outcomes related to opportunities for hybrid2 science discourse activities include student engagement (behavioral, affective, cognitive, social, and agentic) in science learning (proximal outcome), student self-efficacy to action-oriented and technology advanced application of science in their lives and to solve real-world problems (proximal outcome), and science achievement on a standardized test (distal outcome). Quantitative measures include student and teacher questionnaires, ratings from the science discourse rubric, and science achievement scores. Qualitative measures include classroom observations, lesson study videos, and focus group interviews with students and teachers, aimed at capturing the depth and nuance of the hybrid2 learning experiences.
Data analytic strategy
Quantitative analyses will include multilevel modeling to account for the nested structure of the data (students within teachers) as well as structural equation modeling to explore the relationships among students' opportunities to participate in hybrid2 discourse, their engagement and self-efficacy, and science achievement. Qualitative analyses will include coding classroom videos and interview audio transcripts to identify themes and patterns in the implementation of hybrid2 learning opportunities.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
This project will result in preliminary evidence of the opportunities for URM students to participate in hybrid2 science discourse and their relation to student engagement, self-efficacy, and science achievement. The project will also result in a final dataset to be shared, peer-reviewed publications and presentations, and additional dissemination products that reach education stakeholders such as practitioners and policymakers.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Supplemental information
Co-Principal Investigator(s): Fife, John; Krajcik, Joseph; Xie, Kui
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
