Elementary, Secondary, and Informal Education: A Distance Learning Model for High School Statistics Teachers

“高中统计教师的远程学习模式”建议美国统计协会、大学教师(加州大学理工学院和加州大学洛杉矶分校)和中学教师合作，为高中数学教师开发和试点两门课程，这些教师的培训没有为他们教授统计做好充分的准备。目前可用于增进统计知识的主要专业发展资源是为期一周的讲习班，该讲习班缺乏继续学习和持续支持的机制。通过将讲习班与为期一年的远程教育部分相结合，该项目提供了课程改革所规定的内容领域的专业发展模式。更具体地说，该项目将包括两部分：内容课程和实践课程。这两个课程的共同形式包括为期一周的讲习班，然后是为期一年的在线远程学习部分。这两门课程还包括额外的组成部分。这个为期三年的项目将总共招收108名高中教师。该项目完成后，将集中努力传播(1)课程内容和(2)提高正在进行课程改革的其他SMET内容领域(如物理和化学)的教师资格的模式。

"A Distance Learning Model for High School Statistics Teachers" proposes a collaboration between the American Statistical Association, university faculty (Cal Poly and UCLA), and secondary teachers to develop and pilot a sequence of two courses for high school mathematics teachers whose training has not adequately prepared them to teach statistics. The primary professional development resource currently available for enhancing statistics knowledge is a weeklong workshop, which lacks a mechanism for continued learning and sustained support.By combining a workshop with a yearlong distance education component, this project provides a model of professional development in content areas mandated by curricular change. More specifically, the project will have two parts: a Content Course and a Practicum Course. The two courses have a common format comprised of a weeklong workshop followed by a yearlong, online distance learning component. Both courses also include additional components.This three-year project will enroll a total of 108 high-school teachers. Upon completion of the project, efforts will be focused on the dissemination of (1) the content course and (2) a model for improving teacher qualifications in other SMET content areas undergoing curricular change, such as physics and chemistry.