Mathematics Teacher Leadership Center

数学教师领导中心

• 批准号: 0832026
• 负责人: Jodie Novak
• 金额: $ 499.97万
• 依托单位: University of Northern Colorado
• 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 2015-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0832026&HistoricalAwards=false
• 关键词: Mathematics; Teacher; Leadership; Center

Abstract 0832026 A Mathematics Teacher Leadership Center (Math TLC) is proposed by the University of Northern Colorado and its Core Partners, the University of Wyoming, Greeley School District #6 (CO), Morgan County School District (CO), Poudre County School District (CO), Laramie County School District 1 (WY), and Carbon County School District 1 (WY).Math TLC is an integrated partnership to improve mathematics in middle, secondary and post secondary education in the north Rocky Mountains region. Key to this Teacher Institute project is working with teachers and districts to retain new and continuing teachers in the field and develop leadership capacity. The Partners will develop and implement a Master's degree in Secondary Mathematics, and a Teacher Leadership Program in mathematics for teachers, grades 4-12. Research is to be carried out on the impact of both these programs on student achievement.The Master's program (32 credit hours) will support 4 cohorts of 15-18 teachers per year and the Teacher Leadership program (24 credit hours) will support 3 cohorts of 10-12 teachers per year, over the five year project. The courses will be a combination of face- to-face and on-line delivery. More than 95,000 students from grades 4 through 12 are potentially impacted over the life of the project: 23,700 directly by teacher enrolled in the master's program and 71, 000 students of teachers who will work with Teacher Leaders. An intensive recruitment program is planned to attract teachers from Native American school districts in Colorado (Southern Ute Indian Reservation and Ute Mountain Indian Reservation) and Wyoming (the Wind River Reservation).The research program will study the impact of professional development (PD) on teachers' mathematical understanding, pedagogical content knowledge and cultural competencies for teaching diverse students in Colorado and Wyoming. The study will track teacher change and its effect on student achievement, grades 6-12, and will advance knowledge of teacher leadership development through a quantitative design experiment of the leadership model proposed by the project. The transformative concept in Math TLC is the development of the online master's degree shared jointly by the Universities of Northern Colorado and Wyoming in combination with a leadership program. Success will require substantive institutional affiliation and will transform PD for isolated rural teachers by providing significant mathematics content integrated with culturally informed pedagogical methods, by creating master teachers and teacher-leaders that have the expertise to intellectually engage underserved groups.The comprehensive dissemination plan includes a web portal for the online distribution of research and implementation outcomes, publications of findings in peer reviewed journals and presentations at regional and national meetings. The Partnership will actively work in the future to broaden the collaborative to include additional school and university partners.The benefits to society are improved mathematics teaching and learning in socio-economically, culturally, and ethnically diverse classrooms.

摘要0832026一个数学教师领导中心（Math TLC）由北方科罗拉多大学及其核心合作伙伴怀俄明州大学、格里利学区#6（CO）、摩根县学区（CO）、Poudre县学区（CO）、拉勒米县学区1（WY）、和碳县学区1（怀俄明州）。数学TLC是一个综合的合作伙伴关系，以提高数学在初中，中学和中学后教育在北落基山脉地区。 这个教师学院项目的关键是与教师和地区合作，留住外地的新教师和继续任教的教师，并发展领导能力。 合作伙伴将开发和实施中学数学硕士学位，并为4-12年级的教师制定数学教师领导计划。 研究是对学生成绩这两个方案的影响进行。硕士课程（32学分）将支持4个15-18教师每年和教师领导力计划（24学分）将支持3个10-12教师每年的队列，在五年的项目。 这些课程将结合面对面和网上授课。 超过95，000名4年级到12年级的学生可能会在项目的生命周期中受到影响：23，700名直接由参加硕士课程的教师和71，000名将与教师领导者合作的教师学生。一项密集的招聘计划计划将吸引来自科罗拉多（南尤特印第安人保留地和尤特山印第安人保留地）和怀俄明州（风河保留地）的美国原住民学区的教师。该研究计划将研究专业发展（PD）对教师的数学理解、教学内容知识和文化能力的影响，以教授科罗拉多和怀俄明州的不同学生。 本研究将跟踪教师的变化及其对学生成绩的影响，6-12年级，并将通过该项目提出的领导模式的定量设计实验，促进教师领导力发展的知识。数学TLC的变革性概念是由北方科罗拉多和怀俄明州的大学共同分享的在线硕士学位的发展与领导力计划相结合。 成功将需要实质性的机构附属关系，并将通过提供与文化知情的教学方法相结合的重要数学内容，通过培养具有知识专长的教师和教师领导人来改变孤立的农村教师的PD。在同行评审的期刊上发表研究结果，并在区域和国家会议上作介绍。该伙伴关系将积极努力，在未来扩大合作，包括更多的学校和大学的合作伙伴。对社会的好处是改善数学教学和学习在社会经济，文化和种族多样化的教室。