Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development Program: Scaling for Effectiveness

科学教师从课程分析中学习（STeLLA）专业发展计划是一系列为期一年的专业发展活动，使教师使用科学课程的视频案例对科学教学进行特定内容的分析。在小型的促进学习团队中，教师检查专门创建的视频案例和来自自己教室的视频。视频案例通过为循证分析提供共享背景，为深化教师的内容和教学内容知识提供了丰富的背景。该STELLA计划是建立在两个关键的研究为基础的思想，深入研究的教师学习。第一个前提是，教师可以通过开发两个分析教学的镜头来提高他们的科学教学效果：学生思维透镜和科学内容故事透镜。这两个镜头为该计划提供了一个概念框架。第二个关键的想法是，教师将通过使用这两个镜头加深他们的科学内容的知识。目前的项目扩大了STeLLA在两个大的，不同的科罗拉多学区。该项目旨在严格测试STeLLA专业发展计划的有效性，当它扩展到（a）在更广泛的学校环境中接触大量教师和学生，（B）由不是计划开发者的促进者提供，（c）包括随机分配到两个治疗组。STeLLA（n~100名教师）的扩大版本进行了比较，科学内容深化专业发展计划的相同时间（n~100名教师）。测量教师的科学内容知识，教学内容知识，和教学实践文件STeLLA对教师的影响。四年级和五年级的学生（n~6,000）进行了两组前后单元测试，以提供学生学习的证据，五年级的学生数据也通过科罗拉多科学评估计划（CSAP），国家科学评估进行评估。该项目测试教师变量（内容知识，教学内容知识和教学实践）是否调解学生的学习，并探讨其他因素，可能会解释学生成绩的差异。本研究的重点是一个教师专业发展模式，最初建议由TIMSS视频数据的科学课堂教学。TIMSS对科学课程制定的国际比较显示，与来自成绩较高国家的教师相比，强调学生参与活动，很少或根本不注意使用这些活动来发展科学思想或让学生深入思考目标学习目标STeLLA项目旨在通过开发以下视频案例来改善小学科学教学科学教学，支持教师专注于科学思想，学生对这些思想的理解，以及教学反应，使课堂活动与科学思想和理解的发展之间有明确的联系。在前人研究成果的指导下，STeLLA侧重于通过使用视频来提高教师的内容知识和实践。这种集中的、有重点的科学教育专业发展方法与其他方法有很大的不同。它通过创造性地使用视频技术，明确阐述的行动理论，以及深思熟虑的扩大研究设计，有助于阐明可以改善科学教学和学习的因素，从而带来了很大的希望。

The Science Teachers Learning from Lesson Analysis (STeLLA) professional development program is a one-year sequence of professional development activities that engages teachers in content-specific analysis of science teaching and learning using video cases of science lessons. In small, facilitated learning teams, teachers examine specially created video cases and video from their own classrooms. The video cases provide rich contexts for deepening teachers' content and pedagogical content knowledge by providing a shared context for evidence-based analysis. The STeLLA program is built on two key research-based ideas for teacher learning that are examined in depth. The first premise is that teachers can improve their science teaching effectiveness by developing two lenses for analyzing teaching: the student thinking lens and the science content storyline lens. These two lenses provide a conceptual framework for the program. The second key idea is that teachers will deepen their science content knowledge through the use of these two lenses. The current project scale-ups STeLLA in two large, diverse Colorado school districts. This project is designed to rigorously test the effectiveness of the STeLLA professional development program when it is scaled to(a) reach large numbers of teachers and students in a wider array of school settings, (b) be delivered by facilitators who are not the program developers, and (c) include random assignment to two treatment groups. The scaled-up version of STeLLA (n~100 teachers) is compared with a science content deepening professional development program of the same duration (n~100 teachers). Measures of teachers' science content knowledge, pedagogical content knowledge, and teaching practice documents STeLLA's impact on teachers. Students in 4th and 5th grades (n~6,000) are given two sets of pre-post unit tests to provide evidence of student learning, and 5th grade student data are also assessed through the Colorado Science Assessment Program (CSAP), the state science assessment. The project tests whether teacher variables (content knowledge, pedagogical content knowledge, and teaching practice) mediate student learning, and explores other factors that may explain variance in student achievement. This project focuses on a teacher professional development model originally suggested by TIMSS video data on science classroom instruction. The TIMSS international comparison of science lesson enactments showed that U.S. teachers, in contrast with teachers from higher-achieving countries, emphasized student participation in activities with little or no attention to using those activities to develop science ideas or to engage students in thinking deeply about the target learning goals The STeLLA project is designed to improve elementary science instruction through the development of video cases of science teaching that support teachers in focusing on science ideas, student understanding of those ideas, and instructional responses that make clear links between the lesson activities and the development of science ideas and understanding. Guided by research results of previous studies, STeLLA focuses on improving teachers' content knowledge and their practice through the use of video. This concentrated, focused approach to professional development in science education is substantially different from other approaches. It holds a great deal of promise through its creative use of video technology, its clearly articulated theory of action, and a thoughtful scale-up research design that helps to illuminate the factors that can improve science teaching and learning.