Supporting and Sustaining the Learning of Professional Teaching Communities in the Institutional Setting of the School and School District

支持和维持学校和学区机构环境中专业教学社区的学习

• 批准号: 0231037
• 负责人: Paul Cobb
• 金额: $ 147.54万
• 依托单位: Vanderbilt University
• 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 2006-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0231037&HistoricalAwards=false
• 关键词: Supporting; Sustaining; Learning; Professional; Teaching

This is a five-year longitudinal study of the process of supporting and sustaining the learning of professional teaching communities by building on a collaboration that has been established over the past two years with two groups of middle-school mathematics teachers who work in contrasting urban districts. In one district, administrators have responded to high stakes accountability testing by attempting to monitor and regulate teachers' instructional practices whereas in the second district administrators have responded to accountability pressures by providing teachers with access to new tools and new forms of knowledge. The first goal of the proposed project is to develop an analytic framework designed tosituate mathematics teachers' instructional practices in the institutional setting of theschool, the school district, and the broader policy environment. A major purpose of this framework will be to assist, within the institutional setting, in scaling up innovations. As second goal, the framework will be pilot tested and refined through ongoing collaboration with the teachers and administrators in the two districts by using it to guide the formulation of specific strategies for supporting substantial change in mathematics teaching in the two contrasting districts. In doing so, strategies and conjectures will be tested and revised on an ongoing basis, thereby revising the framework in the context in which it is designed to be used. The third goal of the project will be to investigate the travel of an innovation by testing, modifying, and revising a conjectured trajectory for the development of professional teaching communities, in the process relating the actual learning trajectories of two professional teaching communities to the contrasting organizational contexts at the two sites. The fourth goal will be to investigate the organizational conditions necessary for sustainability by documenting the development of the two professional teaching communities when the researchers' direct support is withdrawn in the final year of the proposed project.The goal in analyzing these data will be to develop longitudinal accounts of the initialemergence and subsequent development of the professional teaching communities over afive-year period. In doing so, the two communities will be situated within the institutionalsettings of respective districts, thereby locating the collaborating teachers' evolvinginstructional practices in both the social contexts of the professional teachingcommunities and the organizational settings of the districts. The student outcome datawill allow the researchers to document the consequences of changes in the teachers' instructional practices for the students' mathematical learning.

这是一项为期五年的纵向研究，旨在通过在过去两年与在不同城市地区工作的两组中学数学教师建立的合作，支持和维持专业教学社区的学习。在一个学区，行政人员通过试图监督和规范教师的教学实践来应对高风险的问责制测试，而在第二个学区，行政人员通过向教师提供获得新工具和新形式的知识来应对问责制压力。拟议项目的第一个目标是开发一个分析框架，旨在评估数学教师在学校、学区和更广泛的政策环境中的教学实践。这一框架的一个主要目的将是在体制范围内协助扩大创新。作为第二个目标，该框架将通过与两个地区的教师和行政人员的持续合作进行试点测试和完善，以指导制定具体的战略，以支持两个不同地区的数学教学发生重大变化。在这样做的过程中，将不断测试和修订战略和猜想，从而在框架设计使用的背景下修订框架。该项目的第三个目标将是通过测试、修改和修订专业教学社区发展的推测轨迹来调查创新的旅行，在将两个专业教学社区的实际学习轨迹与两个地点不同的组织背景联系起来的过程中。第四个目标是通过记录两个专业教学社区在拟议项目的最后一年中研究人员的直接支持被取消时的发展情况，来调查可持续发展所需的组织条件。分析这些数据的目标是建立专业教学社区在五年期间最初出现和随后发展的纵向账户。在这样做时，这两个社区将位于各自地区的机构环境中，从而在专业教学社区的社会背景和地区的组织环境中找到合作教师不断发展的教学实践。学生结果数据将使研究人员能够记录教师教学实践改变对学生数学学习的影响。