An Evaluation of Teacher Training for Triarchic Instruction and Assessment

本研究项目是关于教师在TriArchic(分析性、创造性、实践性)教学中的培训是否有助于提高1-4年级学生的成绩。这项研究将涉及农村、郊区和城市的学校，这些学校吸引了来自低、中、高社会经济水平的人口。对于6个设置中的每一个，都将有3所实验学校和6所对照学校。将有至少216名教师参与这项研究，预计将有多达324名教师参与。所有条件都将涵盖相同的基本技能。干预的持续时间对于每种情况都是相同的。教师获得教学技能的方法不同，条件也不同。它们是三元指令(实验)、批判性思维或分析指令(控制)和惯例(基于记忆的)指令(控制)。干预的成功将使用多个因变量来衡量，包括教师和学生的常规评价、教师和学生的表现评价以及教师和学生的情感评价。可以将试验组和控制组的增益分数进行比较，就像两个控制组相互比较一样。在教师培训方面进行教学干预，培训时间为40小时(5个工作日)和10小时的在职指导，并监测他们对学习材料的执行情况。

This research project concerns the investigation of whether teacher training in triarchic (analytic, creative, practical) teaching results in improved student performance in grades 1-4. The study will involve rural, suburban, and urban schools drawing populations from low, medium, and high socioeconomic levels. For each of the 6 settings there will be 3 experimental and 6 control schools. There will be at least 216 teachers involved in the study with an expectation that up to 324 teachers will participate. All conditions will cover the same basic skills. The duration of the intervention will be the same for each condition. The conditions will differ in the methods teachers are given for teaching skills. These are triarchic instruction (experimental), critical thinking or analytic instruction (control), and convention (memory based) instruction (control). The success of the intervention will be measured using multiple dependent variables including conventional evaluations by teachers and students, performance evaluations of teachers and students, and affective evaluations of teachers and students. It will be possible to compare gain scores in the experimental versus the control groups as will as in the two control groups compared to one another. The instructional intervention is in teacher training which will be for 40 hours (5 working days) and 10 hours of inservice instruction and monitoring of their implementation of learned materials.