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  1. Keisha Varma
  2. http://www.cehd.umn.edu/edpsych/people/keisha/
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Minnesota
  1. Abdirashid Abdi
  2. Research Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Minnesota
  1. Julie Brown
  2. http://www.cehd.umn.edu/ci/people/brown.html
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Minnesota
  1. Elena Contreras Gullickson
  2. Presenter’s NSFRESOURCECENTERS
  3. University of Minnesota
  1. Jiyeon Lee
  2. Presenter’s NSFRESOURCECENTERS
  3. University of Minnesota
  1. Tayler Loiselle
  2. PhD Student
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Minnesota
  1. Junyo Park
  2. Presenter’s NSFRESOURCECENTERS
  3. University of Minnesota

The ESPRIT Project - Fostering Equitable Science through Parental Involvement...

NSF Awards: 1657088

2018 (see original presentation & discussion)

Grades 6-8

The ESPRIT Project (Fostering Equitable Science through Parental Involvement and Technology) leverages a technology-based social learning environment, Flipgrid (flipgrid.com), to engage science teachers and student-parent pairs in activities to support parental involvement and increase student learning outcomes.  Our research focuses on how participating in the project activities affects (1) teachers’ science instruction practices, (2) middle school students’ science learning, STEM attitudes, and science engagement, and (3) parents’ attitudes about school involvement and supporting their students’ science learning.

In a typical sequence of events, teachers pose a question or assign a brief activity via text or video prompts then parents and students respond by posting videos that can vary in length from 90 seconds to 5 minutes. This project is well-situated to examine the affordances of computer supported collaborative learning experiences since we focus on how teachers, students, and parents form a knowledge building community via interactions with the SLE activities. The project work is also poised to provide transformative information on how teachers create equitable science experiences by incorporating cultural knowledge in their science classes and engage in culturally responsive instruction.

In the ESPRIT Project, teachers have an innovative method of instruction and a new tool for cultivating home-school partnerships centered on academics. Students have a method of engaging in scientific practices that are relevant to their experiences, and parents have a new avenue for contributing to their child’s science learning.

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