Leadership Content Knowledge and Mathematics Instructional Quality in the MSPs: A Study of Elementary and Middle School Principals

MSP 中的领导力内容知识与数学教学质量：中小学校长的研究

• 批准号: 0335384
• 负责人: Lynn Goldsmith
• 金额: $ 498.83万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-10-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0335384&HistoricalAwards=false
• 关键词: Leadership; Content; Knowledge; Mathematics; Instructional

The project conducts a large scale, research and technical assistance project that investigates the nature of elementary and middle school principals' knowledge of mathematics and beliefs about mathematics teaching and learning through the construct of Leadership Content Knowledge (LCK) and its effect on their practices of classroom observation and teacher supervision. The project addresses the key MSP features of teacher retention, challenging courses and curricula and sustainability. All interested MSPs that address middle school mathematics will have the opportunity to participate. Phase I of the work yields diagnostic information about the principals' level of LCK which MSPs can use as a needs assessment. In Phase II half of the participants will receive leadership training in mathematics teaching and learning as an intervention to explore aspects of LCK that change most readily and those that are more resistant to change. Phase III will use comparative case studies to address how principals with known LCK conduct classroom observations, make judgments about the quality of instruction, and indirectly, affect students' mathematics achievement. The research allows the PI to refine instruments that assess the multidimensional aspects of LCK that will be shared through the MSP Learning Network.

本项目通过领导内容知识（LCK）的建构及其对中小学校长课堂观察和教师监督实践的影响，开展了一项大规模的研究和技术援助项目，调查了中小学校长的数学知识和数学教与学信念的性质。该项目解决了MSP的关键特点，即教师留任、具有挑战性的课程和课程设置以及可持续性。所有对中学数学感兴趣的msp都有机会参加。第一阶段的工作是提供有关主体的LCK水平的诊断信息，msp可以使用这些信息作为需求评估。在第二阶段，一半的参与者将接受数学教学和学习方面的领导力培训，作为一种干预，探索LCK中最容易变化的方面和最不易变化的方面。第三阶段将使用比较案例研究来探讨已知LCK的校长如何进行课堂观察，对教学质量做出判断，并间接影响学生的数学成绩。这项研究使PI能够改进评估LCK多维方面的工具，这些工具将通过MSP学习网络共享。