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

全国州立大学和土地赠与学院协会(NASULGC)正在开发一个分析框架，可以评估该协会218所成员机构的STEM教师培养计划。开发过程包括：(1)对文献中和专业社区内公认的教师准备计划所采用的关键属性和要素的研究文献进行审查；(2)引发多个审查小组的专业判断，这些审查小组代表教育和自然科学院长、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、目标和战略；(3)对四到五个教师培训计划进行实地测试，以评估可行性和实用性，以及(4)另外十所高等教育机构应用分析框架，以进一步了解NASULGC努力寻求更好地了解每个模型中特定元素的有用性，并可能了解这些模型的共同之处和不同之处。最终，分析框架将对高等教育机构有用，因为它将成为描述现有教师培训计划的工具，这些计划以早期在提高科学和数学教师的数量和质量方面取得的成功而闻名；通过提供一个结构来系统地确定和比较大学及其合作学校系统采用的领先做法和具体的计划属性；并作为一个结构来记录教师准备的系统性，包括专业招聘、教学和教学知识教学、临床/现场经验、上岗和专业发展。

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.