Systemic Reform, Mathematics and Science Education, and Equity In New Jersey

新泽西州的体制改革、数学和科学教育以及公平

• 批准号: 9804925
• 负责人: William Firestone
• 金额: $ 93.47万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-05-15 至 2002-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9804925&HistoricalAwards=false
• 关键词: Systemic; Reform; Mathematics; Science; Education

9804925 Firestone The Center for Educational Policy Analysis in New Jersey (CEPA-NJ) proposes to explore the effects the effects of New Jersey's systemic reform on both the quality and equity of mathematics and science instruction. Information collected here will inform efforts to implement systemic reform strategies throughout the nation but will be especially useful to policy makers and professional developers within the state. The project will address four questions: 1. As standards are implemented in New Jersey, what kinds of changes in math and science teaching do teachers report? 2. What factors help explain the observed changes in instruction? 3. How do changes in instruction affect student outcomes? 4. Are the effects of state assessment on math and science teaching different in schools serving middle class, majority children, and those serving poor, minority children? The study will be based on a sample of 300 4th grade teachers, stratified to include high, medium, and low income schools with a fourth group selected to have received extensive professional development from the New Jersey SSI program. The sample will be designed to be representative of the state. Data will be collected at two points of time in order to track change. Fourth grade teachers will be chosen because that is the year where elementary students take the state's new Elementary School Performance Assessment (ESPA), the major manifestation of systemic reform in New Jersey elementary grades. Information on teachers' instructional practice will come from teacher interview student questionnaires reporting on teachers, and portfolios of teachers' assignments. In addition to teacher interviews, data on elements of systemic reform will come from interviews of principals and central office curriculum specialists. A variety of quantitative and qualitative analyses will be conducted that will permit us to explore typical mathematics and science teaching in the state, changes in teaching practice in re sponse to systemic reform over time, the difference in both teaching practice and policies affecting teaching between rich and poor districts, how different factors actually influence teaching, and the effects of teaching on student outcomes. An aggressive effort will be made to disseminate findings within the state. These will include the publication of two newsletters, reporting findings in the press and other publications geared to educators, and presentations at a variety of fora for educators, the public, and policy makers. In addition, findings will be disseminated nationally through academic publications, paper presentations at conferences, and other sources.

9804925凡士通 新泽西教育政策分析中心（CEPA-NJ）建议探讨新泽西的系统性改革对数学和科学教学质量和公平性的影响。 这里收集的信息将为在全国实施系统性改革战略的努力提供信息，但对该州的决策者和专业开发人员特别有用。 该项目将解决四个问题： 1.随着标准在新泽西的实施，教师们报告了数学和科学教学的哪些变化？ 2.哪些因素有助于解释所观察到的教学变化？ 3.教学的变化如何影响学生的成绩？ 4.在为中产阶级、多数族裔儿童服务的学校和为贫困、少数族裔儿童服务的学校中，国家评估对数学和科学教学的影响是否有所不同？ 这项研究将基于300名四年级教师的样本，分层包括高，中，低收入学校与第四组选择已收到广泛的专业发展，从新泽西SSI计划。 样本将被设计为代表国家。 将在两个时间点收集数据，以跟踪变化。 四年级教师将被选中，因为这是小学生参加该州新的小学成绩评估（ESPA）的一年，这是新泽西小学年级系统性改革的主要体现。 教师教学实践的信息将来自教师访谈、学生问卷调查和教师作业档案。 除了对教师的访谈外，有关系统改革要素的数据将来自对校长和中央办公室课程专家的访谈。 各种定量和定性分析将进行，这将使我们能够探索典型的数学和科学教学的状态，在教学实践中的变化，随着时间的推移，响应系统的改革，在教学实践和政策的差异影响教学之间的富裕和贫困地区，不同的因素实际上如何影响教学，以及教学对学生成绩的影响。 将积极努力在该州传播调查结果。 这些活动将包括出版两份通讯，在报刊和其他面向教育工作者的出版物上报道调查结果，并在面向教育工作者、公众和决策者的各种论坛上作专题介绍。 此外，调查结果将通过学术出版物、会议上的论文介绍和其他来源在全国范围内传播。