Iterative Model Building (IMB): A Program for Training Quality Teachers and Measuring Teacher Quality

迭代模型构建（IMB）：培训优质教师和衡量教师质量的计划

• 批准号: 0732143
• 负责人: Enrique Galindo
• 金额: $ 149.99万
• 依托单位: Indiana University
• 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: 2007-08-15 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0732143&HistoricalAwards=false
• 关键词: Iterative; Model; Building; IMB; Program

The goal of this project is to improve professional development programs for pre-service teachers (PSTs) as a way to improve student learning in mathematics and science. PSTs engage in a series of teaching cycles beginning by working with pairs of elementary school students to create models of their mathematics and science knowledge (teaching experiments). The PSTs then engage in lesson study groups to develop, teach, and analyze a whole class lesson. The cycle is completed by reexamining students' knowledge in teaching experiments with pairs of students. These teaching cycles are called Iterative Model Building (IMB). Six specific research questions are investigated. The six research questions are: 1.) Do PSTs exhibit growth in their understanding of how students reason; 2.) Do PSTs exhibit growth in their ability to design appropriate whole class lessons and activities based on where students are; 3.) Do PSTs exhibit growth in their ability to plan instruction as part of a collaborative research community; 4.) How do PSTs' beliefs and knowledge about the nature of math and science mature throughout the program; 5.) Are there significant differences between teacher practices in classrooms taught by IMB PSTs compared to other PSTs; 6.) What do teacher quality measures tell us about our current program and the proposed approach?

该项目的目标是改善职前教师（pst）的专业发展计划，作为提高学生数学和科学学习的一种方式。pst参与了一系列的教学周期，首先是与小学生成对合作，创建他们的数学和科学知识模型（教学实验）。然后，pst参与课程学习小组来开发、教授和分析整个班级的课程。这个循环是通过对学生在教学实验中所学知识的再检验来完成的。这些教学周期被称为迭代模型构建（IMB）。调查了六个具体的研究问题。这六个研究问题是：1.)pst对学生推理的理解是否有所提高？2.） pst在根据学生的位置设计适当的全班课程和活动的能力方面是否有所增长？3.） 作为合作研究社区的一部分，pst在计划教学方面是否表现出增长的能力？4.） PSTs对数学和科学本质的信念和知识如何在整个项目中成熟；5)。与其他教师相比，IMB教师在课堂上的教师实践是否有显著差异？6)。教师质量测量告诉我们当前的项目和建议的方法是什么？