Validation and Refinement of a Model for Teacher Professional Development that Leverages a Major Applied Research Laboratory

利用主要应用研究实验室的教师专业发展模型的验证和完善

• 批准号: 0733350
• 负责人: Jamal Abedi
• 金额: $ 29.99万
• 依托单位: University of California-Davis
• 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: 2007-08-15 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0733350&HistoricalAwards=false
• 关键词: Validation; Refinement; Model; Teacher; Professional

The University of California, Davis School of Education (UC Davis) has a three-year exploratory project focusing on the assessed impact of a teacher professional development (TPD) program around the applied sciences. Specifically through this grant the researchers seek to examine the measurable impact of an established teacher professional development program currently offered through the UC Davis Edward Teller Education Center. The Edward Teller Education Center is an established collaborative of the UC Davis School of Education and the Department of Energy National Laboratory at Livermore, Lawrence Livermore National Laboratory (LLNL), and exists as a vehicle for providing teacher professional development around the area of science and technology innovations. The mission of the Edward Teller Education Center is consistent with the overarching Grand Challenge of bringing cutting-edge STEM Content in K-12 classrooms. Through the leveraged relationships with the scientific community at LLNL and the education expertise in the School of Education, ETEC delivers teacher training and curricula to improve upon the subject matter content skills of teachers, provide modeling of best practices in teaching, and support the integration of current research practices within the context of the classroom. The Center draws upon an instructor cohort that pairs a regional master teacher and relevant LLNL scientists in curriculum development and delivery. This proposed validation study addresses Area B: Developing Resources and Tools under the area of Instruction for K-12 Students and Teachers, and examines the ETEC professional development model defined as the Teacher Research Academy. The UC Davis School of Education designs and implements outcomes-based assessment approaches that are used to quantitatively and qualitatively ascertain measurable and distinguishable differences in the teaching practices of the participants in the ETEC TPD program. The resulting outcomes of this project provide useful metrics for the further refinement of this TPD program. The proposed assessment considers (a) reported changes in teaching practice; (b) teacher's professional attitudes towards science; and (c) trends in student outcomes. If validated, the effort could result in a model program to be shared with industrial and federal laboratories nationwide.

加州大学戴维斯分校教育学院（UC Davis）有一个为期三年的探索性项目，重点是围绕应用科学的教师专业发展（TPD）计划的评估影响。具体来说，通过这笔赠款，研究人员试图研究一个既定的教师专业发展计划，目前通过加州大学戴维斯分校爱德华泰勒教育中心提供的可衡量的影响。爱德华·泰勒教育中心是加州大学戴维斯分校教育学院和能源部国家实验室在利弗莫尔，劳伦斯利弗莫尔国家实验室（LLNL）的既定合作，并存在作为围绕科学和技术创新领域提供教师专业发展的工具。爱德华·泰勒教育中心的使命与在K-12教室中引入尖端STEM内容的总体挑战是一致的。通过与LLNL的科学界和教育学院的教育专业知识的杠杆关系，ETEC提供教师培训和课程，以提高教师的主题内容技能，提供教学中最佳实践的建模，并支持当前研究实践在课堂环境中的整合。该中心借鉴了一个教师队列，对区域教师和相关LLNL科学家在课程开发和交付。这项拟议的验证研究涉及领域B：开发K-12学生和教师教学领域下的资源和工具，并研究了被定义为教师研究学院的ETEC专业发展模式。加州大学戴维斯分校教育学院设计和实施基于结果的评估方法，用于定量和定性地确定ETEC TPD计划参与者的教学实践中可衡量和可区分的差异。该项目的结果提供了有用的指标，进一步完善这TPD程序。拟议的评估考虑了（a）报告的教学实践变化;（B）教师对科学的专业态度;以及（c）学生成绩的趋势。如果得到验证，这项工作可能会产生一个与全国工业和联邦实验室共享的模型程序。