Curriculum Topic Study -- A Systematic Approach to Utilizing National Standards and Cognitive Research [TPC Category III]

课程主题研究——利用国家标准和认知研究的系统方法[TPC类别III]

• 批准号: 0353315
• 负责人: Page Keeley
• 金额: --
• 依托单位: Maine Mathematics and Science Alliance
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-05-15 至 2010-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0353315&HistoricalAwards=false
• 关键词: Curriculum; Topic; Study; Systematic; Approach

This project will develop a series of print and web resource guides in science and mathematics based on curriculum topic study (CTS), an approach developed and tested successfully by one of the PI's. CTS is used to provide a systematic way of intellectually engaging K-12 mathematics and science teachers with national standards and cognitive research. It is used to engage teachers in thought and discussion about both content and appropriate ways of teaching that content. Three books will result from this project, "A Science Curriculum Topic Study Resource Guide," "A Mathematics Curriculum Topic Study Resource Guide" and "A Facilitator's Guide to Using Curriculum Topic Study." In addition, the project will result in professional development, follow-up evaluation studies, and a web site developed over four years. A total of 955 teachers will participate in the project. WestEd's Science and Mathematics Division will actively collaborate and TERC is providing the external evaluation. Dissemination is anticipated through many professional associations, a publishing partner, Math-Science Partnerships, and national conferences.The CTS approach guides teachers through a systematic study of a curricular topic by using a core set of resources to clarify learning goals, examine instructional and developmental implications, identify potential misconceptions, examine K-12 concepts and their interconnections and reflect back on their own state or local standards. With these three guides this project aims to increase the understanding and implementation of content standards throughout a teacher's career and to elevate the content and pedagogical content knowledge and skills of teacher leaders and professional developers. The guides will improve the consistency in how teachers and teacher educators interpret and implement standards and research findings nationally; hone the ability to envision substantive improvement in curricular content, instruction and assessment; and provide increased science and mathematics focus in professional development.

该项目将根据课程主题研究（CTS）开发一系列科学和数学的印刷和网络资源指南，这是一种由PI开发和测试成功的方法。 CTS用于提供一种系统的方法，使K-12数学和科学教师能够与国家标准和认知研究进行智力交流。 它被用来让教师思考和讨论内容和教学该内容的适当方法。 本计画将出版三本书，分别为“科学课程专题研习资源指南”、“数学课程专题研习资源指南”及“课程专题研习辅导员使用指南”。“此外，该项目将导致专业发展、后续评价研究和一个四年内开发的网站。 共有955名教师将参加该项目。 WestEd的科学和数学部门将积极合作，TERC提供外部评估。 预计通过许多专业协会、出版合作伙伴、数学-科学伙伴关系和国家会议进行传播。CTS方法通过使用一套核心资源对课程主题进行系统研究来指导教师，以澄清学习目标，检查教学和发展影响，识别潜在的误解，检查K-12概念及其相互联系，并反思自己的州或地方标准。 通过这三个指南，该项目旨在提高教师职业生涯中对内容标准的理解和执行，并提升教师领导和专业开发人员的内容和教学内容知识和技能。 这些指南将提高教师和教师教育工作者如何在全国解释和实施标准和研究成果的一致性;磨练设想课程内容，教学和评估的实质性改进的能力;并在专业发展中提供更多的科学和数学重点。