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

本项目将研究在田纳西州和肯塔基州的三个地区，包括农村和城市设置的一年级中学数学教师使用诱导的影响和效果。 本建议的目的是研究归纳的组成部分，以改善教学和学生的成绩的联系。 在第一年，该小组将制定一个概念框架，用于研究上岗过程，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）举行工作会议以分享想法，并评估文书的表面和内容有效性; 4）进行两轮认知访谈以完善文书。 在第二年至第五年，他们将研究新的数学教师的内容和教学内容知识发展的支持来源，包括导师制，与其他教师的正式和非正式的互动以及学校和地区的其他方面。 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绩。 他们将使用他们的研究工具组合，对三个地区的所有新中学数学教师进行纵向研究（估计每个地区有15名新教师）。 在纵向研究的第二年和第三年，他们将在每个地区增加一批新教师，并继续跟踪他们前一年开始研究的教师，在为期四年的纵向研究中共有135名教师。

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.