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

全国州立大学和赠地学院协会（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教师培训计划。发展过程包括：(1)回顾研究文献中关于教师准备项目所采用的关键属性和要素，这些属性和要素在文献和专业团体中普遍被认为是有效的；(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、从事教师准备研究的科学和数学教授、专业组织和其他关键利益相关者团体，以帮助验证将构成分析框架的关键要素和结构的目标、目的和策略；(3)在四到五个教师培训项目上对分析框架进行实地测试，以评估可行性和实用性；(4)另外十所高等教育机构对分析框架的应用，进一步推动NASULGC的努力，以寻求对每个模型中特定元素的有用性有更深入的了解，并可能了解模型的共同属性和不同之处。最终，分析框架将对高等教育机构有用，作为描述现有教师准备计划的工具，这些计划在提高科学和数学教师的数量和质量方面取得了早期成功；通过提供一个结构来系统地识别和比较大学及其合作学校系统采用的领先实践和具体项目属性；并被用作记录教师准备的系统性质的结构，包括招聘入职、教学和内容知识指导、临床/现场经验、入职和专业发展。

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.