Going to Scale with High Quality Instructional Practice: Exploring Strategies in New Jersey's SSI

这项拟议的研究将侧重于SSI干预措施如何有助于改进教学实践，以及评估教师实践及其随时间变化的有效措施。这三个研究问题是：1.什么方法可以有效地评估教学实践及其随时间的变化？2.与典型实践相比，由学区与中心互动产生的改革活动如何促进教学实践的改善？3.由于参与SSI区域中心，学区参与了哪些数学和科学改革活动？研究小组将制定有效的教师调查策略，并提供观察和人工数据支持。数据将从大约30-48名教师那里收集；预计这项研究将为每位教师提供大约20节数学课和10节自然科学课的完整教学材料。将审查这些数据，以确定贯穿各领域的主题，并评估教学层面，如多重表征和深度学习。

The proposed study will focus on how SSI interventions contribute to improved teaching practice and effective measures for assessing teacher practice and its change over time. The three study questions are:1. What methods can be used to validly assess teaching practice and its change over time?2. How do reform activities resulting from district-center interaction lead to improvement in teaching practice when compared to typical practice?3.What math and science reform activities do districts engage in as a result of involvement with SSI regional centers?The study team will develop valid teacher survey strategies supported with observational and artifact data. Data will be collected from approximately 30-48 teachers; it is anticipated that this study will generate complete sets of instructional materials from approximately 20 math and 10 science lessons for each teacher. The data will be examined to identifying cross-cutting themes and to assess instructional dimensions such as multiple representation and deep learning.