Middle Grades Teacher Enhancement: Model Program Development and Evaluation

9454371职位，克雷默，莱什摘要：中等年级教师强化：模型计划开发和评估这个为期三年的项目包括三个主要活动：(1)教师强化计划的初步开发，以支持一系列适合中学年级的数学、心理学和教育学课程知识的发展；(2)利用教学实验方法，与几组教师一起试验和完善教师增强计划。这将开发一个可输出的教师提升计划，该计划将实施国家科学基金会赞助的中学数学课程项目。这个项目的指导原则是相信教师所知道的，直接影响他们有效实施任何新的教学计划的能力。这一教学改进项目将重点加强参与者的数学内容背景，他们对儿童如何学习的知识，以及对NSF新数学课程的深入审查。该项目的一个重要内容是努力研究教师提升过程，以便阐明有效教师提升的示范方案的各个方面。这个三个地点的项目(明尼苏达州明尼阿波利斯和新泽西州普林斯顿)，至少涉及285名中等年级教师，将制定和实施为期一年和两年的教师强化计划，反映教师在有效教学中综合使用数学、心理学和教育学知识的重要性。它还将设计和实施一项评估计划，密切考虑教师对有效实施新课程和新教学方法的知识基础的理解。这些计划的修订版将以可输出模块的形式提供给其他有类似教师培训需求的人。在具体的NSF课程计划初步实施后，参与该项目的教师团队将在各自的学校担任领导角色，并帮助在更大范围内和在其他学校地点实施新课程。

9454371 Post, Cramer, Lesh abstract Middle Grades Teacher Enhancement: Model Program Development and Evaluation This three-year project consists of three primary activities: (1) initial development of the teacher enhancement program to support the development of integrated mathematical, psychological, and pedagogical content knowledge for a series of mathematical topics appropriate to the middle grades, (2) trial and refinement of the teacher enhancement program with several groups of teachers using teachine experiment methodology. This will develop an exportable teacher enhancement program that will implement National Science Foundation-sponsored middle grades mathematics curriculum projects. A guiding principle for this project is the belief that what teachers know, directly influences their ability to effectively implement any new program of instruction. This teaching enhancement project will focus on enhancing the participants' mathematical content background, their knowledge of how children learn, and an in-depth review of new NSF mathematics curricula. An important element of this project is its effort to study the teacher enhancement process in order to articulate the dimensions of a model program for effective teacher enhancement. This three site project (Minneapolis, MN, and Princeton, NJ), involving a minimum of 285 middle grades teachers, will develop and implement teacher enhancement programs of one and two year duration that reflect the importance of teachers using integrated mathematical, psychological and pedagogical knowledge in effective teaching. It will also design and conduct an evaluation program that closely considers the teachers understanding a knowledge base in the effective implementation of new curricula and new approaches to instruction. A revised version of these programs will be made available, in exportable modules, to others with similar teacher enhancement needs. After initial implementation of specific NSF curriculum programs, the teams of teachers involved in this project will assume leadership roles in their respective schools and help with the implementation of the new curricula on a larger scale and at other school sites.