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

该项目将根据课程主题研究（CTS）开发一系列科学和数学方面的印刷和网络资源指南，CTS是由PI之一开发并成功测试的一种方法。CTS为K-12数学和科学教师提供了一种系统的智力参与方式，包括国家标准和认知研究。它是用来让教师思考和讨论内容和适当的教学方法。这个项目将产生三本书籍，《科学课程主题学习资源指南》、《数学课程主题学习资源指南》和《课程主题学习促进者指南》。此外，该项目将导致专业发展、后续评价研究和一个四年开发的网站。共有955名教师参与该项目。西sted的科学和数学部门将积极合作，TERC将提供外部评估。预计将通过许多专业协会、出版合作伙伴、数学-科学伙伴关系和国家会议进行传播。CTS方法引导教师通过系统地研究课程主题，通过使用一组核心资源来澄清学习目标，检查教学和发展的影响，识别潜在的误解，检查K-12概念及其相互联系，并反思他们自己的州或地方标准。通过这三项指南，本项目旨在提高教师整个职业生涯中对内容标准的理解和实施，并提高教师领导和专业开发人员对内容和教学内容的知识和技能。这些指南将提高教师和教师教育工作者在全国范围内解释和实施标准和研究成果的一致性；培养对课程内容、教学和评估进行实质性改进的设想能力；并在专业发展中提供更多的科学和数学重点。

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.