What Influences Teachers' Modifications of Curriculum?

是什么影响了教师修改课程？

• 批准号: 0455711
• 负责人: David Hammer
• 金额: --
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-06-01 至 2010-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0455711&HistoricalAwards=false
• 关键词: What; Influences; Teachers; Modifications; Curriculum

This proposal acknowledges the fact that despite curriculum developers' best efforts to ensure faithful implementation, teachers often make modifications; reordering, skipping or adding lessons, changing an "exploration" into a lecture, and so on. This project pursues three related research questions: What types of modifications do teachers make (and why), which types of modifications best help students learn, and how do teachers' modifications change in response to professional development activities designed to help them become more attuned to students' thinking? To pursue this research in collaboration with teachers, the project will conduct professional development activities based on a successful model from a previous project. Three teams, each consisting of nine high-school physics, biology or ecosystems teachers of diverse student populations (Montgomery and Baltimore Counties in Maryland), will meet twice a month to discuss video snippets from their classes, collected with the help of project staff. Discussions will focus on students' thinking and on how and why teachers modified curricula. Data to be collected and methods used to address the research questions include triangulating between data sources that include videotapes of teachers' classes and team meetings, interviews with teachers and test results from their students.

这一建议承认了这样一个事实，即尽管课程制定者尽了最大努力确保忠实的实施，但教师经常做出修改，如重新排序、跳过或增加课程、将“探索”改为讲座等。这个项目追求三个相关的研究问题：教师进行什么类型的修改(为什么)，哪些类型的修改对学生的学习最有帮助，教师的修改如何随着专业发展活动的变化而改变，以帮助他们更好地适应学生的思维？为了与教师合作开展这项研究，该项目将根据前一个项目的成功模式开展专业发展活动。三个小组，每个小组由九名高中物理、生物或生态系统教师组成，他们来自不同的学生群体(马里兰州的蒙哥马利县和巴尔的摩县)，每个小组每月两次开会，讨论在项目工作人员的帮助下收集的课堂视频片段。讨论将集中在学生的想法和教师如何以及为什么修改课程。要收集的数据和解决研究问题的方法包括在数据来源之间进行三角测量，这些数据来源包括教师课堂和团队会议的录像带、对教师的采访以及学生的测试结果。