Professional Development Threading Content, Pedagogy and Curriculum: A Study of Classroom Impact

专业发展主线内容、教学法和课程：课堂影响研究

• 批准号: 0455811
• 负责人: Jonathan Singer
• 金额: $ 29.75万
• 依托单位: University South Carolina Research Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-04-15 至 2010-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0455811&HistoricalAwards=false
• 关键词: Professional; Development; Threading; Content; Pedagogy

The project is an exploratory research study that investigates the impact of a professional development program on middle school science teachers' ability to enact pedagogical strategies, learning technologies and materials that align with the current science and technology education standards. The professional development program has been developed based upon best practices from the teacher education literature and has separate funding from the State of South Carolina for summer institutes and follow-up activities with teachers. The three-year project involves three cohorts of 36 teachers each, all of which receive the professional development. The professional development involves increasing the science content knowledge of the participating teachers as well as giving them opportunities to use curricular materials that they will use with their students. The curricular materials are all based on innovative science materials that have been developed based upon previous research and development activities. The research project measures a variety of teacher and student outcomes based upon the teachers' participation in the professional development. Areas measured include: teacher's science content understanding, the nature of the teacher's perceptions of constructivist learning environments, observations of the teacher's pedagogical strategies and students' science content learning. The research design uses a pre-test/post-test design with two replications using different cohorts of teachers.

该项目是一项探索性研究，旨在调查专业发展计划对中学科学教师制定符合当前科学技术教育标准的教学策略、学习技术和材料的能力的影响。 该专业发展计划是根据教师教育文献中的最佳实践制定的，并由南卡罗来纳州单独资助暑期学院和教师的后续活动。 这个为期三年的项目涉及三组，每组 36 名教师，所有教师都接受了专业发展。 专业发展包括增加参与教师的科学内容知识，并让他们有机会使用他们将与学生一起使用的课程材料。 课程材料全部基于根据先前的研究和开发活动开发的创新科学材料。 该研究项目根据教师参与专业发展的情况来衡量教师和学生的各种成果。 测量的领域包括：教师对科学内容的理解、教师对建构主义学习环境的看法的本质、对教师教学策略和学生科学内容学习的观察。 研究设计采用预测试/后测试设计，并使用不同的教师群体进行两次重复。