Mathematics Specialist in K-5 Schools: Research and Policy Pilot Study

“K-5学校的数学专家：研究和政策先导研究”是一个关于模型和系统的五年教师专业连续研究和发展项目，旨在开发和测试全州范围内基于K-5学校的数学专家计划。该项目是由牵头机构弗吉尼亚联邦大学、历史上的黑人学院诺福克州立大学、夏洛茨维尔的弗吉尼亚大学、马里兰大学和三个学区--朴茨茅斯公立学校、里士满公立学校和斯塔福德县公立学校--在全州范围内合作开展的。该项目的核心是通过研究生学位方案和后续支助，准备、支持和部署两批12名数学专家。研究部分将调查数学专家计划在教师更换和学生成绩方面的有效性。一项政策研究将审查立法、监管和基础设施需求以及资金问题，包括与建立全州范围的数学专家计划有关的成本和效益分析。研究设计采用分层随机对照研究。这项研究考察了数学专家计划在教师变化、专家和课堂教师以及学生成绩方面的有效性。弗吉尼亚州三个不同学区的36所小学将参与这项研究。参与计划的学校分为三组，每组位于同一学区，数学成绩和学生人数相似。在每个三组中，学校将被随机分配到三个处理类别中的一个--第一组数学专家，第二组数学专家和一个控制组。数据分析涉及一种混合方法。学生人口统计、学校人口统计和教师数据将被用作控制变量。该项目有可能成为小学数学专家的全国样板。州政府对数学专家执照的认可增加了这一提议的时机，并强调了政策含义的相关性。项目的可持续性是通过开发由合作的高等教育机构提供的全州硕士学位课程来解决的。HBCU诺福克州立大学的参与解决了教师队伍多样化的需要。一个咨询委员会将为该项目提供指导，以反映数学教师培训和发展、公平和多样性、数学教育研究、课程设计和实施以及全州合作方面的专门知识。外部评估员将进行形成性和终结性评估。传播将到达广泛的受众，包括政策制定者、研究人员和从业人员。

"Mathematics Specialist in K-5 Schools: Research and Policy Pilot Study," a five-year Teacher Professional Continuum Research and Development on Models and Systems project, seeks to develop and test a statewide K-5 school-based Mathematics Specialist program. The project is a statewide collaboration between Virginia Commonwealth University, the lead institution; Norfolk State University, a historically black college; the University of Virginia in Charlottesville; the University of Maryland and three school districts -- Portsmouth Public Schools, Richmond Public Schools and Stafford County Public Schools. The centerpiece of the project is the preparation, support and deployment of two cohorts of twelve mathematics specialists through a graduate degree program and follow-up support. The research component will investigate the efficacy of the mathematics specialist program on teacher change and student achievement. A policy study will examine legislative, regulatory, and infrastructure needs and funding issues including a cost and benefits analysis related to the establishment of a statewide mathematics specialist program. The research design utilizes a stratified randomized control study. The research examines the effectiveness of the mathematics specialists' program on teacher change, both specialists and classroom teachers, and student achievement. Thirty-six elementary schools in three diverse school districts in the state of Virginia will participate in the study. Participating schools are organized into triples with each triple residing in the same school district and having similar mathematics achievement and student demographics. Within each triple, schools will be randomly assigned to one of three treatment categories -- Cohort I mathematics specialists, Cohort II mathematics specialists and a Control group. Data analysis involves a mixed methods approach. Student demographics, school demographics and teacher data will be used as control variables.The project has the potential to serve as a national model for elementary school mathematics specialists. The state endorsement of a mathematics specialist license enhances the timing of this proposal and underscores the relevance of the policy implications. Project sustainability is addressed through the development of a statewide masters degree program offered by the collaborating institutions of higher education. The involvement of an HBCU, Norfolk State University, addresses the need to diversify the teacher workforce. An advisory board will give direction to the project that reflects expertise in mathematics teacher preparation and development, equity and diversity, mathematics educational research, design and implementation of courses and statewide collaborations. An external evaluator will conduct both formative and summative evaluation. Dissemination will reach a broad audience including policy makers, researchers and practitioners.