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

K-5 学校的数学专家：​​研究和政策试点研究

• 批准号: 0353360
• 负责人: William Haver
• 金额: $ 350.55万
• 依托单位: Virginia Commonwealth University
• 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: 2004-06-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0353360&HistoricalAwards=false
• 关键词: Mathematics; Specialist; Schools; Research; Policy

"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.

“K-5学校的数学专家：研究和政策试点研究”是一个为期五年的教师专业连续体模型和系统研究与开发项目，旨在开发和测试全州K-5学校的数学专家计划。 该项目是一个全州范围的合作，由弗吉尼亚联邦大学牵头;诺福克州立大学，一所历史悠久的黑人学院;夏洛茨维尔的弗吉尼亚大学;马里兰州大学和三个学区-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。 该项目的核心是通过研究生学位课程和后续支持准备，支持和部署两批12名数学专家。 研究部分将调查数学专业课程对教师变化和学生成绩的功效。 一项政策研究将审查立法，监管和基础设施的需求和资金问题，包括与建立全州数学专业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。 本研究探讨了数学专家课程对教师变化的有效性，包括专家和任课教师，以及学生的成绩。 弗吉尼亚州三个不同学区的36所小学将参与这项研究。 参与的学校分为三组，每组三人居住在同一学区，具有相似的数学成绩和学生人口统计。 在每个三人组中，学校将被随机分配到三个治疗类别中的一个-第一组数学专家，第二组数学专家和对照组。 数据分析涉及混合方法。 学生人口统计数据、学校人口统计数据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模型。 国家对数学专家执照的认可增强了这一提议的时机，并强调了政策影响的相关性。 项目的可持续性是通过开发由高等教育的合作机构提供的全州硕士学位课程来解决的。 诺福克州立大学HBCU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，该项目反映了数学教师准备和发展、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业知识。 一名外部评价员将进行形成性评价和总结性评价。 将向包括决策者、研究人员和从业人员在内的广大受众进行传播。