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: 0822204
• 负责人: Carolyn Maher
• 金额: $ 213.26万
• 依托单位: Rutgers University New Brunswick
• 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 2015-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822204&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。戴维斯学习研究所（RBDIL），罗格斯大学图书馆和威斯康星州大学（麦迪逊），正在解决支持STEM教师的实践和发展使用尖端的网络技术的前沿挑战。它正在利用视频马赛克合作实验室（VMC），一个互动的数字环境，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，目前正在开发与NSF的支持。VMC包含从RBDIL的视频集合中检索的视频案例，并附有学生数学推理的数据，这是一个基于NSF支持的研究的广泛集合，跨越了20年。正在进行一项系统的设计研究，利用RBDIL的视频集合来支持设计和共享适应性数学教师专业发展干预措施，并生成关于影响干预成功因素的可检验假设。新泽西和威斯康星州的多所学校和大学正在开发适合当地情况的视频教学。一个多站点的实验设计包含站点内比较组测试的假设，设计良好的干预措施的基础上，教师学习视频的儿童的思维可以提高他们的表现的专业知识，包括数学知识，儿童的数学推理，和相关的信念。该项目正在展示如何利用网络技术，为职前和在职教师的成长建立和分享适应性强的干预措施，这些措施有效地利用了主要的视频收藏，在多个地点取得成功的希望很大。VMC提供的网络基础设施通过该项目得到了显著扩展，支持使用此视频集以及未来可能由教师教育工作者或研究人员（包括在其他STEM领域工作的人员）添加的其他视频开发和记录教师专业发展的其他干预措施。