A Study of Professional Learning Communities Amongst Secondary Science & Mathematics Teachers: Changes, Support Systems, Student Learning

这个为期52个月的研究项目的目的是研究伙伴关系的改革在中学科学和数学（PRiSSM）的专业发展模式，开始于2004年夏天，45名带头教师从22所学校横跨六个华盛顿州学区。 支持支线初中和高中的数学和科学教师组建跨地区、跨学科的专业学习社区。 PLC首先制定了一个高质量的教学和学习的共同愿景，然后合作开发和追求一个专注于教学实践的探究问题。 在2005 - 2006年度和2006 - 2007年度，约有100名"扩大团队"教师将加入"学校综合支援计划"，在"学校综合支援计划"的协调员协助下，由带队教师领导，建立校本课程学习中心。 本校大学合作中的教师活动包括1）参与为期一年的PLC合作探究，2）40小时的暑期课程或与探究领域相关的其他PD。对该模式的研究将通过对上述支持教师合作探究模式的实证调查，为专业发展的知识基础做出贡献。 具体而言，研究解决PLC教师之间的互动如何有助于对教学，学习和学科内容的新的理解，以及这是否转化为课堂实践的变化。 将采用混合方法研究设计。 四个PLC将被特意选择，以提供支持教师合作探究，课堂实践的变化和改善学生学习之间的关系的深入理解。 个别教师的案例研究将在这些更大的背景下进行。 教师学习有关PD实施将确定与各种工具，包括课堂观察，参与者访谈，调查和PLC会议的音频/视频记录。 相对于国家科学和数学内容标准的学生成绩将通过研究人员设计的，基于课堂的评估以及标准化的国家评估进行评估。

This 52-month research project is designed to study the Partnership for Reform in Secondary Science and Mathematics (PRiSSM) professional development model that began in summer, 2004 with 45 lead teachers from 22 schools across six Washington state school districts. Mathematics and science teachers from feeder middle and high schools were supported in forming cross-district, cross-discipline professional learning communities (PLCs). The PLCs first developed a common vision of high quality teaching and learning, then collaboratively developed and pursued an inquiry question focused on instructional practice. Approximately 100 "Expanded Team" teachers will join PRiSSM in both 2005-2006 and 2006-2007 to establish school-based PLCs, led by the lead teachers and supported by PRiSSM facilitators. Teacher activity in this school university collaboration includes 1) participation in the year-long PLC collaborative inquiry and, 2) forty hours of summer coursework or other PD related to the area of inquiry.The research on this model will contribute to the knowledge base on professional development through an empirical investigation of the model of supported teacher collaborative inquiry described above. Specifically, the research addresses how the interactions amongst PLC teachers contribute to new understandings about teaching, learning, and disciplinary content, and whether this translates into changes in classroom practice. A mixed methods research design will be used. Four PLCs will be purposely selected to provide in-depth understandings of the relationships amongst supported teacher collaborative inquiry, changes in classroom practices and improved student learning. Individual teacher case studies will be conducted inside these larger contexts. Teacher learning in relation to PD implementation will be determined with a variety of instruments including classroom observations, participant interviews, surveys and audio/video records of PLC meetings. Student achievement relative to national science and math content standards will be assessed through researcher-designed, classroom-based assessments as well as standardized state assessments.