The West Texas Middle School Math Partnership

西德克萨斯中学数学合作伙伴

• 批准号: 0831420
• 负责人: Gary Harris
• 金额: $ 617.84万
• 依托单位: Texas Tech University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-01-01 至 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0831420&HistoricalAwards=false
• 关键词: West; Texas; Middle; Math; Partnership

The West Texas Middle School Math Partnership's primary goal is to improve the mathematics performance and mathematics appreciation of middle grades students in West Texas by developing teacher leaders who have a deep understanding of the elementary mathematics taught in the middle grades, of special pedagogy knowledge required to teach mathematics to diverse student populations, and of the ability to employ proven strategies for enhancing the mathematics self-efficacy of diverse student populations. The partnership team uses four components to support these principles: (1) Summer courses are taught with graduate credit awarded to in-service teachers. (2) A virtual community of middle school mathematics teachers and mentors is used to maintain a supportive environment for the participants throughout the academic year. (3) Regional conferences are held at each university campus for participants and their administrators. (4) Case portfolios and training modules are created and used for professional development of both in-service and pre-service teachers. The theoretical framework for the project is based on extensive research in self-efficacy theory and case-based learning. The research associated with this project has far reaching ramifications as a result of studying the relationship between student achievement and self-efficacy and teacher cultural sensitivity, competence and self-efficacy as well as factors affecting Hispanic student learning. This partnership is led by Texas Tech University and has core university partners of Angelo State University, Sul Ross State University, and University of Texas at Permian Basin, as well as core school partners of Lubbock Independent School District, and Texas Education Service Center Regions 15, 17, and 18. They directly impact 150 middle level mathematics teachers and hundreds of pre-service mathematics teachers. Nearly 50,000 students, the majority being Hispanic, in middle grades could eventually be impacted annually in the three service center regions. Institutional transformation and sustainability are enabled by the creation of specialized clinical faculty positions in the higher education partners, systemic changes in the preparation of new math teachers at the four partner universities, and the continuing professional development of practicing math teachers.

西德克萨斯中学数学伙伴关系的主要目标是通过培养教师领袖来提高西德克萨斯州中学学生的数学成绩和数学鉴赏能力，这些教师领袖对中学年级教授的初级数学、向不同学生群体教授数学所需的特殊教育学知识以及采用经过验证的策略来提高不同学生群体的数学自我效能的能力有深刻的了解。伙伴关系小组使用四个组成部分来支持这些原则：(1)暑期课程以研究生学分授予在职教师。(2)使用中学数学教师和导师组成的虚拟社区，为参与者提供一个贯穿整个学年的支持性环境。(3)在每个大学校区为与会者及其管理人员举行区域会议。(4)建立案例组合和培训模块，用于在职和职前教师的专业发展。该项目的理论框架是基于对自我效能感理论和案例学习的广泛研究。通过研究学生成就和自我效能感与教师文化敏感性、能力和自我效能感之间的关系，以及影响拉美裔学生学习的因素，本研究具有深远的意义。这一合作伙伴关系由德克萨斯理工大学牵头，拥有安吉洛州立大学、南罗斯州立大学和德克萨斯大学二叠纪盆地分校的核心大学合作伙伴，以及拉伯克独立学区和德克萨斯教育服务中心第15、17和18地区的核心学校合作伙伴，他们直接影响着150名中级数学教师和数百名职前数学教师。在这三个服务中心地区，最终每年可能会有近5万名中等年级的学生受到影响，其中大部分是西班牙裔。机构转型和可持续性是通过在高等教育伙伴中设立专门的临床教员职位、在四所伙伴大学培养新的数学教师方面的系统性变化以及实习数学教师的持续专业发展来实现的。