Does It Work? Building Methods for Understanding Effects of Professional Development

它有效吗？

• 批准号: 0633975
• 负责人: Chandra Orrill
• 金额: --
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-01-01 至 2010-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633975&HistoricalAwards=false
• 关键词: Does; Work; Building; Methods; Understanding

The project intends to rigorously investigate challenging questions about the effects of professional development on teacher learning, classroom practice and student achievement. A technical advisory panel provides strong methodological support, and capacity for dealing with issues in mathematics education, teacher professional development, and problem solving. The intent is to develop and refine methods for empirically examining the relationships among these variables. Research questions include: what do the teachers learn from InterMath experiences; if the teachers learn from InterMath, do their instructional practices change as a result; and if the teachers' practices change, are there measurable changes in students' achievement. PIs see the study as contributing to educational opportunities for mathematics learners. By studying links along the continuum from professional development to student learning PIs intend to take steps toward" gaining insights to inform practice relevant to these connections. The focus of the study is on one (out of six ) 50-hour grades 7-8 mathematics number concepts course for teacher professional development and comparing treatment teachers to control groups with matching based on similar response patterns across items on an assessment of CKT-M (Content Knowledge for Teaching Mathematics). Pre-post student achievement assessed on state CRCT (Criterion Referenced Competency Test) and NAEP released items. Pre-post teacher observation based on videotapes. While InterMath has apparently been successful no independent study of the program has been carried out and previous work is based largely on teacher self report. The program provides an opportunity for research that may illuminate the connections studied. This is not an evaluation of InterMath but use of the program to study the relationships among the key variables and perhaps contribute to how one might study the relationships. The study has is intended to illuminate connections among the key global variables of professional development, teacher learning, teacher practice, and student achievement in a context where there is reason to believe the received view of practice is in place.

该项目旨在严格调查有关专业发展对教师学习，课堂实践和学生成绩的影响的挑战性问题。技术咨询小组提供了强有力的方法支持，并处理数学教育，教师专业发展和解决问题的能力。 其目的是发展和完善的方法，以经验检验这些变量之间的关系。 研究问题包括：教师从InterMath的经验中学到了什么;如果教师从InterMath中学到了什么，他们的教学实践是否因此而改变;如果教师的实践改变了，学生的成绩是否有可衡量的变化。PI认为这项研究有助于为数学学习者提供教育机会。 通过研究从专业发展到学生学习的连续体的沿着联系，PI打算采取措施”获得与这些联系相关的见解，以告知实践。本研究的重点是一个（六个）50小时的等级7-8数学数概念课程的教师专业发展和比较治疗教师与对照组的匹配基于类似的反应模式跨项目的评估CKT-M（内容知识教学数学）。前后学生成绩评估国家CRCT（标准参考能力测试）和NAEP发布的项目。基于录像带的职前教师观察。虽然InterMath显然是成功的，但没有对该计划进行独立的研究，以前的工作主要是基于教师的自我报告。该计划提供了一个研究的机会，可以照亮研究的连接。 这不是对InterMath的评估，而是使用该程序来研究关键变量之间的关系，也许有助于人们如何研究这些关系。这项研究的目的是阐明专业发展，教师学习，教师实践和学生成绩的背景下，有理由相信实践的公认观点是到位的关键全球变量之间的联系。