Applied Research on Implementing Diagnostic Instructional Tools

实施诊断教学工具的应用研究

• 批准号: 0138668
• 负责人: Jim Minstrell
• 金额: --
• 依托单位: Talaria Inc
• 依托单位国家: 美国
• 项目类别: Continuing grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-05-01 至 2004-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0138668&HistoricalAwards=false
• 关键词: Applied; Research; Implementing; Diagnostic; Instructional

Talaria, Inc., proposes a three-year project to increase understanding of how to get research results on teaching and learning into teachers' minds and actions. To accomplish this, a teacher professional development program will be designed to implement DIAGNOSER, a computerized diagnostic instructional tool. The DIAGNOSER is a web-delivered system in which students answer assignments/questions and teachers access the report on the students after they have completed the assignments. DIAGNOSER focuses on physical sciences, force and motion at the middle-school level. The professional development program will provide teachers with opportunities to use formative assessment tools, interpret student data, interact with and reflect on each other's practice, and access research and science resources. Participating teachers include those involved in three middle-school Local Systemic Change Projects in Washington State. The program involves one workshop, teacher networks, face-to-face meeting with teachers and resource teachers for in-class coaching. The improvement of the program will be done through iterations (design-testing-redesign). The research will focus on two questions: What are the effects of the professional development and diagnostic instructional tools on teachers' teaching and students' learning? What are the teacher and system factors related to the effective implementation of the tools? The premise of the proposal is that at the end of the study there will be a prototype program that can be scalable nationally.

塔拉里亚公司提出了一个为期三年的项目，以增加对如何将教与学的研究成果带入教师头脑和行动的理解。为了实现这一目标，将设计一个教师专业发展计划来实施诊断程序，这是一种计算机化的诊断教学工具。诊断器是一个网络传输系统，学生回答作业/问题，老师在学生完成作业后访问关于他们的报告。诊断师专注于中学阶段的物理科学、力和运动。专业发展计划将为教师提供使用形成性评估工具、解释学生数据、互动和反思彼此的实践以及获取研究和科学资源的机会。参与的教师包括华盛顿州三个中学局部系统变化项目的参与者。该计划包括一次研讨会、教师网络、与教师和资源教师的面对面会议，以便进行课堂辅导。程序的改进将通过迭代(设计-测试-重新设计)进行。本研究将围绕两个问题展开：专业发展和诊断性教学工具对教师和学生的教与学有何影响？与这些工具的有效实施相关的教师和系统因素是什么？该提案的前提是，在研究结束时，将有一个可在全国范围内推广的原型计划。