Math Matters

数学很重要

• 批准号: 9353427
• 负责人: Thomas Lester
• 金额: --
• 依托单位: California State Department of Education
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-02-15 至 1999-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9353427&HistoricalAwards=false
• 关键词: Math; Matters

ESI-93-53427 Kepner Math Matters Abstract This program is a four-year collaborative mathematics teacher enhancement project of the California Department of Education and a network of universities, mathematics education, compensatory education and migrant education organizations in California. The project goal is to enhance the mathematics instructional effectiveness of elementary educators working with compensatory education and migrant students and accelerate the rate of systemic school wide change in targeted schools. Approximately 2,000 teachers, administrators, and paraprofessionals in 100 elementary (K-6) schools, comprised predominantly of compensatory education and migrant students, will be served. The project will use a teachers-teaching-teachers model starting with the selection and intense preparation of five Teacher Consultants. They will work with the Project Director and staff to enhance their skills and prepare regional training programs. Teacher Consultants will strengthen the curricular and instructional leadership skills of 25 regional Cluster Leaders selected from participating districts. The Consultants will participate in 10 days of planning with the Project Director. Then each will engage five Cluster Leaders in planning and providing nine days of in-service training to project participants in a different grade level each year. The staff development will focus on strengthening mathematical knowledge and instructional expertise. Participants will receive a minimum of nine days of follow-up activities the first year and five days in subsequent years designed by the Consultants and Cluster Leaders. These will focus on modeling research-based instructional methodology, promoting teacher reflection using case studies, teaching replacement units, and phasing in school-wide in-service activities. Project activities will be based on participant evaluations and needs, local school requests and coordinated with state systemic initiatives. Project evaluation w ill be conducted by an independent firm. They will assess subject-matter knowledge change of teachers, paraprofessional, and administrators and teachers' instructional effectiveness. Programmatic and schoolwide reform will be monitored. The project's effectiveness will be measured by comparing student outcomes on the standardized California Assessment Program for grades three and six with student performance at comparable schools in the targeted counties.

该项目是由加州教育部和加州大学、数学教育、补偿教育和移民教育组织组成的一个为期四年的合作数学教师提升项目。该项目的目标是提高与补偿性教育和流动学生一起工作的小学教育工作者的数学教学效率，并加快目标学校系统全校变革的速度。将为100所小学（K-6）的大约2000名教师、管理人员和辅助专业人员提供服务，这些学校主要由补偿性教育和流动学生组成。该项目将采用教师-教学-教师的模式，首先选择和密集准备五名教师顾问。他们将与项目主任和工作人员合作，提高他们的技能，并准备区域培训计划。教师顾问将加强从参与地区选出的25位区域集群领导者的课程和教学领导技能。顾问将与项目总监一起参与为期10天的规划。然后，每个小组将聘请5名小组领导，每年为不同年级的项目参与者提供为期9天的在职培训。工作人员的发展将侧重于加强数学知识和教学专业知识。参与者将在第一年接受至少9天的后续活动，在随后的年份接受至少5天的后续活动，这些活动由顾问和集群领导者设计。这些措施将侧重于以研究为基础的教学方法的建模，利用案例研究促进教师反思，教学替代单元，以及在全校范围内逐步开展在职活动。项目活动将基于参与者的评估和需求、当地学校的要求，并与国家系统倡议协调。项目评估将由一家独立公司进行。他们将评估教师、辅助专业人员和行政人员的主题知识变化以及教师的教学效果。将监测项目和全校范围的改革。该项目的有效性将通过比较三年级和六年级标准化加州评估项目的学生成绩与目标县可比学校的学生表现来衡量。