Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: the impact of online teacher communities
Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: the impact of online teacher communities
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DOI：
10.1080/09500693.2018.1424962
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发表时间：
2018-01-01
影响因子：
2.3
通讯作者：
McCoy, Ayana
中科院分区：
文献类型：
--
作者：
Frumin, Kim;Dede, Chris;McCoy, Ayana
在过去的十年中，教师专业学习领域已经围绕高质量的专业发展经验的核心特征（例如Borko，Jacobs和Koellner，2010年。教师专业发展的当代途径。在公共图书馆。彼得森，E. Baker，& B. McGaw（编辑），国际教育百科全书（第7卷，第100页）。548-556）。牛津：爱思唯尔。Darling-Hammond，Hyler，& Gardner，2017.有效的教师专业发展。Palo Alto，CA：Learning Policy Institute）。许多国家对这些进展非常感兴趣，因为它们希望在科学教育和整个课程中培养教师的能力。本文继续这一进展，通过研究自上而下，大规模的课程和评估修订的大学先修课程（AP）生物，化学和物理的在线专业发展社区的作用和影响。本文是美国国家科学基金会资助的一个为期五年的纵向项目的一部分，该项目旨在研究各种类型的专业发展在使教师适应修订后的AP课程目标和考试方面的相对有效性。在我们的研究所研究的多种形式的专业发展中，初步分析表明，参与大学理事会的在线AP教师社区（APTC）-教师可以在其中讨论教学策略，共享资源并相互联系-与教师自我报告的实践转变和学生AP分数的提高有积极，直接和统计学上的显著关联（Fishman等人，2014年）。本研究探讨了如何使用在线APTC可能是有用的教师，并检查了这些影响的更可靠的估计。从AP教师的经验的调查结果可能是有价值的支持其他大规模的课程改革，如美国下一代科学标准或共同核心标准，以及在其他国家的平行课程转变。
Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548-556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation-funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) - where teachers can discuss teaching strategies, share resources, and connect with each other - had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries.