SGER: Content Validation Study for an Analytic Framework to Identify Strategies Employed in Promising K-12 Science and Mathematics Teacher Preparation Programs

美国州立大学赠地学院协会（NASULGC）正在开发一个分析框架，可以评估该协会218个成员机构的STEM教师准备计划。 开发过程包括：（1）对文献中和专业界普遍认为有效的教师培训计划所采用的关键属性和要素的研究文献进行了回顾;（2）征求多个评审小组的专业判断，这些评审小组代表教育和自然科学学院院长、从事教师培训研究的科学和数学教授、专业组织，和其他主要利益相关者群体，以帮助验证将构成分析框架的关键要素和结构的目标、目的和战略;（3）就四至五个教师培训计划进行分析框架的实地测试，以评估其可行性和实用性，以及（4）另外10所高等教育机构应用分析框架，以进一步促进NASULGC努力寻求更好地理解特定元素的有用性在每一个模型中，也许是对模型的共同点和不同点的理解。最后，分析框架将是有用的高等教育机构作为一种工具，用于描述现有的教师准备方案，显着的早期成功，提高科学和数学教师的数量和质量;通过提供一个结构，系统地确定和比较领先的做法和具体的程序属性所采用的大学和他们的合作学校系统;并被用作记录教师准备的系统性的结构，包括招聘到专业，教学和内容知识的指导，临床/实地经验，入门和专业发展。

The National Association of State Universities & Land-Grant Colleges (NASULGC) is developing an Analytic Framework that can assess STEM teacher preparation programs throughout the 218 member institutions of the association. The development process includes: (1) a review of the research literature on the key attributes and elements teacher preparation programs employ that are generally recognized in the literature and within the professional community to be effective; (2) eliciting the professional judgments of multiple review panels representing deans of education and natural sciences, professors of science and mathematics who engage in research on teacher preparation, professional organizations, and other key stakeholder groups to help validate the goals, objectives and strategies that will make up the key elements and structure of the Analytic Framework; (3) field testing of the Analytic Framework on four to five teacher preparation programs to assess feasibility and utility, and (4) application of the Analytic Framework by ten additional higher education institutions to further NASULGC's effort to seek greater understanding of the usefulness of specific elements in each model and perhaps an understanding of which attributes the models hold in common and where they differ. Ultimately, the Analytic Framework will be useful for institutions of higher education by serving as a tool for describing existing teacher preparation programs notable for their early success in improving the quantity and quality of science and mathematics teachers; by providing a structure to systematically identify and compare leading practices and specific program attributes employed by universities and their partnering school systems; and by being used as a structure for documenting the systemic nature of teacher preparation which includes recruitment into the profession, pedagogical and content-knowledge instruction, clinical/field experiences, induction, and professional development.