Teacher Professional Development in Mathematics and Science: Do the Policies Add Up?

数学和科学教师专业发展：政策有效吗？

• 批准号: 0231884
• 负责人: Thomas Smith
• 金额: --
• 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: 2003-06-01 至 2008-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0231884&HistoricalAwards=false
• 关键词: Teacher; Professional; Development; Mathematics; Science

The project would focus on examining aspects of in-service professional development of elementary and secondary teachers. The researchers propose to use existing national surveys, such as the Schools and Staffing Survey and the Eisenhower Professional Development Program to analyze how state and school district policies influence teacher participation in professional development. The study would also address how the content covered in professional development is associated with the content covered in teachers' instruction and student achievement. One hypothesis is that school organization influences the teacher's participation in professional development and that the content-focus of professional development influences the content of instruction which is associated with student achievement for particular content areas. The study is intended to emphasize the role of professional development within the causal framework of affecting the adoption of reform efforts and student achievement. The proposal seeks to use large existing databases about teachers to learn more about linking state and local policies to improving professional development and how it is linked to student achievement, if at all. The researchers will conduct extensive analysis of large databases.

该项目将侧重于审查中小学教师在职专业发展的各个方面。 研究人员建议使用现有的全国性调查，如学校和人员调查和艾森豪威尔专业发展计划，以分析州和学区的政策如何影响教师参与专业发展。 这项研究还将探讨专业发展所涵盖的内容如何与教师教学和学生成绩所涵盖的内容相关联。 一个假设是，学校组织影响教师参与专业发展，专业发展的内容重点影响教学内容，这是与学生的成绩为特定的内容领域。 这项研究的目的是强调影响通过改革努力和学生成绩的因果框架内的专业发展的作用。 该提案旨在利用现有的大型教师数据库，更多地了解将州和地方政策与改善专业发展联系起来的情况，以及如何将其与学生成绩联系起来。 研究人员将对大型数据库进行广泛的分析。