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Набор скоро начнётся NCT07447661

STEM As I Am Phase I

Без фазы С лечением Academic Support for Black Middle School Student Success in STEM

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают
В протоколе указаны: Technology-based educational intervention.
Кому может быть актуально
Состояния в реестре: Academic Support for Black Middle School Student Success in STEM. Базовые параметры: от 10 лет · Все.
Что важно проверить
Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится
Список центров уточняется — проверьте первичный протокол.
Следующий шаг
Сохраните исследование, покажите его лечащему врачу и уточните актуальный статус у исследовательского центра. Расходы, документы и поездка →

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Официальное название

STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM

Обзор

Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset, instruction in the academic vocabulary required to pass high stakes achievement tests, and support for family engagement. The goal of this proposal is to develop a media-enhanced technology that offers Black middle school students and their families a culturally responsive support tool for engaging in STEM learning in the home setting.

Подробное описание

The feasibility test will consist of a 6-week intervention to assess the program's relevance, acceptability, cultural appropriateness, and potential for efficacy. The study will use a within-subjects pre-post design with 50 parent-student dyads to detect changes in student word knowledge, academic enabling behaviors, mindset, academic self-efficacy, and interest in STEM. Measures will also detect changes in parent word knowledge, use of AV words in the home, and self-efficacy with regard to AV use and academic support behaviors. Additionally, a post-test evaluation of consumer satisfaction, technology acceptability, and recommendations for modifications to the program will be administered to both students and their parents/guardians. Usage reports will be collected from the technology's backend system to measure frequency and duration of student and parent engagement with the technology components as well as numbers of correct/incorrect responses.

Вмешательства

  • Другое Technology-based educational intervention
    Mobile app to deliver culturally responsive role modeling and evidence-based instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success.

Первичные конечные точки

  • Student Academic Vocabulary Word Meaning (SAVM) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Academic Vocabulary Word Meaning (PAVM) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Academic Vocabulary Word Usage (SAVWU) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Academic Vocabulary Word Usage (PAVWU) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Fixed Mindset (SFM) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Academic Behaviors (SAB) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
Вторичные конечные точки (11)
  • Student Academic Vocabulary Usage Behaviors (SAVUB) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Academic Vocabulary Usage Behaviors (SAVUB) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Confidence in using AV words (SCAV) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Parent Confidence in using AV words (PCAV) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Interest in choosing STEM careers (STEM) [Срок оценки: Baseline (pre-treatment) and 6 weeks (post-treatment)]
  • Student Technology Acceptance (STA) - Acceptability of Intervention (AIM) [Срок оценки: 6-weeks after baseline (Post treatment)]
  • Student Technology Acceptance (STA) - Intervention Appropriateness Measure (IAM) [Срок оценки: 6-weeks after baseline (Post treatment)]
  • Parent Technology Acceptance (PTA) - Acceptability of Intervention (AIM) [Срок оценки: 6-weeks after baseline (post treatment)]
  • Parent Technology Acceptance (PTA) - Intervention Approriateness Measure (IAM) [Срок оценки: 6-weeks after baseline (post treatment)]
  • Student Satisfaction with STEM-AIM Program [Срок оценки: 6-weeks after baseline (post treatment)]
  • Parent Satisfaction with STEM-AIM Program [Срок оценки: 6-weeks after baseline (post treatment)]

Критерии участия

  • being the parent/guardian of a middle school student who identifies as Black/African American
  • having a smartphone or tablet

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Да

Дизайн исследования

Распределение
Не применимо
Модель
Одна группа
Маскирование
Открытое
Основная цель
Другое

Центры проведения

Список центров уточняется — проверьте первичный протокол.

Публикации

  • Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273. PMID 11280478
  • Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J, Greene D, Walton GM, Dweck CS. Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. J Educ Psychol. 2016 Apr;108(3):374-391. doi: 10.1037/edu0000098. PMID 27524832
  • McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication. Journal of Reading Behavior, 15(1), 3-18. https://doi.org/10.1080/10862968309547474 (Original work published 1983)
  • Beck I. L., Mccaslin E. S., Mckeown M. G. The rationale and design of a program to teach vocabulary to fourth-grade students (LRDC Publication 1980/25). Pittsburgh: University of Pittsburgh, Learning Research and Development Center, 1980. Google Scholar Beck I. L., Omanson R. C., Mckeown M. G. An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 1982,
  • Snipes, J., & Tran, L. (2016). Early Indicators and Academic Mindsets in the Clark County School District. Regional Educational Laboratory West.
  • Weiner BJ, Lewis CC, Stanick C, Powell BJ, Dorsey CN, Clary AS, Boynton MH, Halko H. Psychometric assessment of three newly developed implementation outcome measures. Implement Sci. 2017 Aug 29;12(1):108. doi: 10.1186/s13012-017-0635-3. PMID 28851459
  • Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, Griffey R, Hensley M. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Ment Health. 2011 Mar;38(2):65-76. doi: 10.1007/s10488-010-0319-7. PMID 20957426
  • Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84.

Идентификаторы

NCT: NCT07447661 · MD020230 · 1R43MD020230-01

Первоисточники (государственные реестры)

Открыть это исследование на ClinicalTrials.gov ↗