Identifying & Evaluating Adaptive Expertise in Teachers

识别

• 批准号: 0732074
• 负责人: Nicole Shechtman
• 金额: --
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0732074&HistoricalAwards=false
• 关键词: Identifying; & Evaluating; Adaptive; Expertise

This project examines the nature of adaptive expertise in mathematics education, exploring relationships between this concept from cognitive psychology and effective middle school mathematics instruction. One goal of the project is to operationalize adaptive expertise in mathematics classroom using three dimensions: cognitive models of professional competence, instructional practices, and professional learning. Then, researchers seek to determine whether teachers who are more effective at raising student achievement are more or less adaptive. They use regression modeling to examine associations between teacher effectiveness and adaptive expertise, with teachers' mathematics knowledge for teaching as a mediating factor. They test a series of hypotheses in a one-factor correlational study with 60 veteran middle school mathematics teachers from the San Francisco Bay Area.

本研究旨在探讨数学教育中适应性专业知识的本质，探讨认知心理学中的适应性专业知识概念与有效中学数学教学之间的关系。 该项目的一个目标是在数学课堂上使用三个维度：专业能力的认知模型，教学实践和专业学习的操作适应性专业知识。然后，研究人员试图确定在提高学生成绩方面更有效的教师是否更适应。他们使用回归建模来研究教师效能和适应性专业知识之间的关联，其中教师的教学数学知识作为中介因素。他们对来自旧金山弗朗西斯科湾区的60名资深中学数学教师进行了单因素相关研究，测试了一系列假设。