How Do Induction and Continuing Professional Development Affect Beginning Middle School Math Teachers' Instruction and Student Achievement?

入职培训和持续专业发展如何影响初中数学教师的教学和学生的成绩？

• 批准号: 0554434
• 负责人: Thomas Smith
• 金额: $ 244.34万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2014-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0554434&HistoricalAwards=false
• 关键词: How; Do; Induction; Continuing; Professional

This project will study the impact and effect of the use of induction for first year middle grades mathematics teachers in three districts in Tennessee and Kentucky, including rural and urban settings. The purpose of this proposal is to study the links of components of induction to improved instruction and student achievement. In the first year the team will develop a conceptual framework for the study of the induction process and adapt and refine a coherent, integrated set of research instruments. During the course of the project they will 1) draft the instruments; 2) validate these ideas and findings through focus groups; 3) hold a working conference to share ideas, and to assess the face and content validity of the instruments and 4) conduct two rounds of cognitive interviews to refine the instruments. In years two to five they will study the sources of support for new math teachers' content and pedagogical content knowledge development, including mentorship, formal and informal interactions with other teachers and other aspects of school and district induction. They will build on earlier work to explore how the quality of these supports influences the development of middle school math teachers' content and pedagogical content knowledge, the content and quality of their instruction and their students' achievement. They will initiate a longitudinal study of all new middle school math teachers in each of three districts (estimated at 15 new teachers per district), using their portfolio of research instruments. In the second and third years of the longitudinal study, they will add an additional cohort of beginning teachers in each district as well as continue to follow the teachers who they began to study the prior year, for a total of 135 teachers across the four-year longitudinal study.

本项目将研究在田纳西州和肯塔基州的三个地区（包括农村和城市地区）对初中一年级数学教师使用归纳法的影响和效果。本建议的目的是研究归纳法的组成部分与改善教学和学生成绩的联系。在第一年，该小组将为研究归纳过程制定一个概念性框架，并调整和完善一套连贯、综合的研究工具。在项目过程中，他们将1)起草文书；2)通过焦点小组验证这些想法和发现；3)召开工作会议，交流意见，评估工具的表面效度和内容效度；4)进行两轮认知访谈，完善工具。在二至五年级，他们将研究新数学教师的内容和教学内容知识发展的支持来源，包括指导，与其他教师的正式和非正式互动以及学校和地区诱导的其他方面。他们将在早期工作的基础上探索这些支持的质量如何影响中学数学教师的内容和教学内容知识的发展，他们的教学内容和质量以及学生的成就。他们将利用他们的研究工具组合，对三个地区（每个地区估计有15名新教师）的所有新中学数学教师进行纵向研究。在纵向研究的第二年和第三年，他们将在每个地区增加额外的初级教师队列，并继续跟踪他们前一年开始研究的教师，在四年的纵向研究中总共有135名教师。