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

扩大高质量教学实践：探索新泽西州 SSI 的策略

• 批准号: 9980458
• 负责人: William Firestone
• 金额: $ 85.75万
• 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: 1999
• 资助国家: 美国
• 起止时间: 1999-09-15 至 2003-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9980458&HistoricalAwards=false
• 关键词: Going; Scale; Quality; Instructional; Practice

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.

拟议的研究将集中在SSI干预措施如何有助于改善教学实践和有效的措施，评估教师的做法及其随时间的变化。 这三个研究问题是：1。什么方法可以用来有效地评估教学实践及其随时间的变化？2.地区与中心互动的改革活动如何带来教学的改善 与传统做法相比，？3.地区在参与SSI地区活动后，会参与哪些数学与科学改革活动 中心？研究小组将制定有效的教师调查策略，并以观察和人工数据为支持。 将从大约30-48名教师那里收集数据;预计这项研究将为每位教师提供大约20节数学课和10节科学课的成套教学材料。这些数据将被检查，以确定跨领域的主题，并评估教学层面，如多重表示和深度学习。