Collaborative Research: R&D: Cyber-Enabled Design Research to Enhance Teachers' Critical Thinking Using a Major Video Collection on Children's Mathematical Reasoning

合作研究：R

• 批准号: 0822189
• 负责人: Sharon Derry
• 金额: $ 86.69万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2012-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822189&HistoricalAwards=false
• 关键词: Collaborative; Research; R& Cyber; Enabled

The four-year research and development project, among Rutgers Robert B. Davis Institute for Learning (RBDIL), Rutgers University Libraries, and the University of Wisconsin (Madison), is addressing the frontier challenge of supporting STEM teachers' practice and development using cutting-edge cyber-enabled technology. It is leveraging the Video Mosaic Collaboratory (VMC), an interactive digital environment supporting video-based teacher professional development and related research, being offered through the Rutgers University Libraries cyber infrastructure, currently under development with NSF support. The VMC contains indexed video cases from the video collection from RBDIL with accompanying data on students' mathematical reasoning, an extensive collection based on NSF-supported research spanning two decades.A systematic design research study is being conducted utilizing RBDIL's video collection to support designing and sharing adaptable mathematics teacher professional development interventions and to generate testable hypotheses about factors influencing intervention success. Diverse school and university sites in New Jersey and Wisconsin are developing video-based instruction appropriate to local contexts. A multi-site experimental design containing within-site comparison groups is testing the hypothesis that well-designed interventions based on teachers studying videos of children's thinking can increase their performance on measures of expertise that include knowledge of mathematics, children's mathematical reasoning, and related beliefs.The project is demonstrating the use of cyber-enabled technologies to build and share adaptable interventions for pre and in-service teacher growth that effectively make use of major video collections and have high promise of success at multiple sites. The cyber infrastructure being provided by the VMC and significantly extended through this project is supporting development and documentation of additional interventions for teacher professional development using this video collection, as well as other videos that might be added in the future by teacher educators or researchers, including those working in other STEM domains.

罗格斯大学罗伯特·B·戴维斯学习学院 (RBDIL)、罗格斯大学图书馆和威斯康星大学（麦迪逊）共同开展的这项为期四年的研究和开发项目正在解决利用尖端网络技术支持 STEM 教师实践和发展的前沿挑战。它利用视频马赛克协作实验室 (VMC)，这是一个交互式数字环境，支持基于视频的教师专业发展和相关研究，通过罗格斯大学图书馆网络基础设施提供，目前正在 NSF 的支持下开发。 VMC 包含 RBDIL 视频集中的索引视频案例以及学生数学推理数据，这是基于 NSF 支持的二十年研究的广泛集合。正在利用 RBDIL 的视频集进行系统设计研究，以支持设计和共享适应性强的数学教师专业发展干预措施，并生成有关影响干预成功的因素的可检验假设。新泽西州和威斯康星州的不同学校和大学正在开发适合当地情况的视频教学。包含站点内比较组的多站点实验设计正在测试这样的假设：基于教师研究儿童思维视频的精心设计的干预措施可以提高他们在包括数学知识、儿童数学推理和相关信仰在内的专业知识测量方面的表现。该项目正在演示如何使用网络技术来构建和共享可有效利用主要视频的在职前和在职教师成长的适应性干预措施 收藏品，并且在多个地点都有很大的成功前景。 VMC 提供的网络基础设施并通过该项目进行了显着扩展，支持使用该视频集以及教师教育工作者或研究人员（包括其他 STEM 领域的研究人员）将来可能添加的其他视频来支持教师专业发展的其他干预措施的开发和记录。