Scaling Up Mathematics: The Interface of Curricula with Human and Social Capital

扩大数学规模：课程与人力和社会资本的结合

• 批准号: 0228343
• 负责人: Lauren Resnick
• 金额: $ 599.98万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-01-01 至 2009-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0228343&HistoricalAwards=false
• 关键词: Scaling; Up; Mathematics; Interface; Curricula

This project will study scaling-up of curriculum adoption in elementary school mathematics. The researchers propose to develop a theoretically-driven model of the conditions necessary for successful scale-up of interventions using a human and social capital approach. Specifically, the investigators will explore:1. How human and social capital within the school interact to affect the breadth, depth and endurance of curricular implementation;2. How the characteristics of the curriculum moderate the relationship between human and social capital and implementation;3. How district strategies influence the human and social capital in schools via the structure and organization of professional development opportunities and curriculum roll-out strategies;4. How the breadth, depth and endurance of implementation of a research-based curriculum ultimately influence student achievement.To assess these questions, the investigators propose to examine the scale-up of two research-based elementary-level mathematics programs in four urban school districts (including three conventional districts and the Edison Schools). They will use a quasi-experimental, nested, mixed method design to examine the conditions and factors that support and impede the successful large-scale implementation of promising programs as well as the changes in student achievement that ultimately result from implementation. The design leverages the multiple levels at which scale-up plays out (teacher, school, and district). The interdisciplinary team of researchers undertaking the study at LRDC and RAND is forging connections across multiple disciplines, including cognitive psychology, educational sociology, organizational behavior, human resource management, statistics, and public policy.

这个项目将研究扩大小学数学课程采用的规模。研究人员建议开发一个理论驱动的模型，说明使用人力和社会资本方法成功扩大干预措施所需的条件。具体地说，研究者将探讨：1.学校内部的人力资本和社会资本如何相互作用，影响课程实施的广度、深度和持久性；2.课程的特点如何调节人力资本和社会资本与课程实施之间的关系；3.地区战略如何通过专业发展机会和课程推出战略的结构和组织来影响学校的人力资本和社会资本；4.研究型课程实施的广度、深度和持续力最终如何影响学生的成绩。为了评估这些问题，研究人员建议在四个城市学区(包括三个常规区和爱迪生学校)考察两个研究型小学数学项目的规模。他们将使用准实验、嵌套、混合方法设计来检查支持和阻碍有前景的计划成功大规模实施的条件和因素，以及最终因实施而导致的学生成绩变化。该设计充分利用了纵向扩展的多个层面(教师、学校和学区)。在LRDC和RAND进行这项研究的跨学科研究团队正在建立跨多个学科的联系，包括认知心理学、教育社会学、组织行为学、人力资源管理、统计学和公共政策。