Undergraduate Science Course Reform Serving Pre-service Teachers: Evaluation of a Faculty Professional Development Model

服务职前教师的本科理科课程改革：教师专业发展模式评价

• 批准号: 0554594
• 负责人: Dennis Sunal
• 金额: $ 214.86万
• 依托单位: University of Alabama Tuscaloosa
• 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 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0554594&HistoricalAwards=false
• 关键词: Undergraduate; Science; Course; Reform; Serving

This project focuses on critical needs in the preparation and long-term development ofpre-service, undergraduate, K-6 teachers of science. The goal is to investigate theimpact on these students of undergraduate, standards-based, reform entry level sciencecourses developed by faculty based on their participation in the NASA Opportunities forVisionary Academics (NOVA) professional development program. Thirty reform and 30comparison undergraduate science courses from a national population of 101 diverseinstitutions, stratified by institutional type, are being selected and compared in aprofessional development impact design model. Data is being collected using multiplequantitative and qualitative instruments and analyzed using comparative and relationalstudies at multiple points. Research questions to be explored include: determination ofshort-term impacts on undergraduate students and long-term effects on graduatedin-service teachers in their own classroom science teaching; identification ofcharacteristics of reform courses that produce significant impacts and identification ofcharacteristics of effective faculty development efforts.The intellectual merit of the project evolves from the large sample of reformed coursesavailable for study (all based on the same extensive longitudinal professionaldevelopment model developed through NOVA). The study is advancing understandingof effective faculty professional development and of the characteristics of undergraduatescience courses that impact student subject matter and pedagogical content knowledge.The broader impacts of the project stem from the diversity of the student populationsand variety of the institutions involved in the study. The population from which the studysample is drawn consists of over 30% minority institutions, is geographically diverse,and is representative of the variety of teacher preparation institutions. The study isadvancing the teaching, training and learning of undergraduate science faculty andtheir students at the 30 institutions directly involved and, more broadly, at a nationalnetwork of institutions.

该项目的重点是在准备和长期发展ofpre-service，本科，K-6科学教师的关键需求。 我们的目标是调查这些学生的本科生，标准为基础的，改革入门级的科学课程，教师开发的基础上，他们参与了美国宇航局的机会有远见的学者（NOVA）专业发展计划的影响。 30个改革和30个比较本科科学课程从全国人口的101个diverseinstitutions，分层机构类型，正在选择和比较的专业发展的影响设计模型。 正在使用多种定量和定性工具收集数据，并在多个点使用比较和相关研究进行分析。 本研究探讨的问题包括：在科学课堂教学中，确定对本科生的短期影响和对研究生在职教师的长期影响;识别产生重大影响的改革课程的特点，识别有效的教师发展工作的特点。该项目的智力价值来自于可供研究的改革课程的大样本（所有这些都基于通过NOVA开发的相同的广泛纵向专业发展模型）。 这项研究正在推进对有效的教师专业发展和影响学生学科和教学内容知识的本科科学课程特点的理解。该项目的更广泛影响源于学生群体的多样性和参与研究的机构的多样性。 从研究样本的人口组成的30%以上的少数民族机构，是地理上的多样性，是各种教师培训机构的代表。 这项研究正在推动直接参与的30所大学以及更广泛的国家机构网络的本科科学教师及其学生的教学，培训和学习。