Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale
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教育系统的设计研究：调查和支持大规模数学教学质量的提高
DOI：
10.1177/016146811311501408
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Erin C. Henrick
中科院分区：
文献类型：
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作者：
P. Cobb;K. Jackson;Thomas M. Smith;Michael Sorum;Erin C. Henrick
本章介绍了与四个城市地区的合作伙伴关系，旨在开发一种以经验为基础的行动理论，以大规模提高数学教学质量。每年，我们都会在每个学区进行数据收集、分析和反馈周期，其中包括记录学区的改进策略、收集和分析数据以评估这些策略的实施情况、向学区报告调查结果，以及就如何修订策略提出建议。我们区分两个不同层次的分析：为各学区提供及时的证据，说明他们的策略在学校中的实施情况，并测试和阐述构成我们教学改进行动理论的猜想。我们阐明了两种研究工具在每个分析层面所发挥的关键作用：我们新兴的行动理论和我们用来评估每个学区战略促进教学改进的潜力的解释框架。我们还说明，我们与四个学区的合作体现了基于设计的实施研究的基本原则，并涉及进行系统探究，以发展与在系统层面提高课堂教学和学生学习质量相关的理论。
This chapter describes a partnership with four urban districts that aimed to develop an empirically grounded theory of action for improving the quality of mathematics instruction at scale. Each year, we conducted a data collection, analysis, and feedback cycle in each district that involved documenting the district's improvement strategies, collecting and analyzing data to assess how these strategies were being implemented, reporting the findings to the district, and making recommendations about how the strategies might be revised. We distinguish between two distinct levels of analysis: providing the districts with timely evidence of how their strategies were playing out in schools, and testing and elaborating the conjectures that comprise our theory of action for instructional improvement. We clarify the crucial role that two research tools played at each level of analysis: our emerging theory of action and an interpretive framework that we used to assess the potential of each district's strategies to contribute to instructional improvement. We also illustrate that our collaboration with the four districts instantiates the basic tenets of design-based implementation research and involved conducting systematic inquiry to develop theory related to improving the quality of classroom instruction and student learning at the system level.