Contextual Research-Empirical--Building a Conceptual Model of Learning-Trajectory Based Instruction

情境研究-实证--构建基于学习轨迹的教学概念模型

• 批准号: 1008364
• 负责人: Paola Sztajn
• 金额: $ 152.33万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1008364&HistoricalAwards=false
• 关键词: Contextual; Research; Empirical; Building; Conceptual

The goal of this study is to develop a conceptual model for Learning-Trajectory Based Instruction (LTBI). LTBI refers to the ways in which teachers use their own knowledge of a learning trajectory to organize their instructional practice and participate in their professional communities. The study explores the concept of LTBI within a specific content domain termed equipartitioning. Within the study the PIs identifies four distinct cases (e.g., sharing a collection, sharing a single whole, sharing multiple wholes with more persons than objects, and more objects than persons) to be studied. The PI determines that "equipartitioning" is a more mathematically satisfactory descriptor for the overall construct, because, unlike breaking, fracturing, and segmenting; equipartitioning pertains to behaviors that create equal-sized groups. The PI builds the work on prior findings on equipartitioning, refines the initial working definition of LTBI, and investigates: (1) the ways teachers' knowledge of equipartitioning learning trajectory (EPLT) develops; (2) the ways teachers use their knowledge of EPLT in instruction; (3) the ways teachers use their knowledge of EPLT for participation in a professional development learning community; and (4) the ways in which teachers' knowledge of EPLT is disseminated in teachers' daily interactions at the school. The study will be implemented in two parts. Part one consists of a design experiment about teacher knowledge development, practice, and participation. Part Two consists of a social network analysis to help determine key connectors that exist in the school network, the extent to which they are effective and how they change over time. The intervention will focus on an extensive professional development (PD) program where K-5 teachers will participate in 16, six-hour days of professional development over a 12-month period. Multiple venues will be used for PD that will impact approximately 100 teachers and 1200 to 1500 students. A design experiment will be used to focus on both the process of learning and the means that are designed to support that learning. The main form of data analysis will be constant comparison methods in search for grounded theory. Additionally, the proposed methods include initial conjectures for each research question to guide the ways in which data is collected and analyzed. Partners in this effort include local schools in Durham, NC. Outcomes include a conceptual model of Learning Trajectory-Based Instruction and insight about how teachers use social networking to improve instructional practices.

本研究的目的是开发一个基于学习轨迹的教学的概念模型。LTBI指的是教师利用自己对学习轨迹的了解来组织教学实践和参与专业社区的方式。这项研究探索了LTBI在一个被称为均分的特定内容域中的概念。在这项研究中，PI确定了四个需要研究的不同情况(例如，共享一个集合、共享单个整体、共享多个整体的人多于对象以及对象多于人)。PI确定“等分”是对整体结构在数学上更令人满意的描述符，因为与断、断和分段不同，等分与创建大小相等的组的行为有关。该小组的工作建立在先前关于等分学习的研究结果的基础上，完善了LTBI的初步工作定义，并调查了：(1)教师关于等分学习轨迹(EPLT)的知识是如何发展的；(2)教师如何在教学中使用他们的EPLT知识；(3)教师如何利用他们的EPLT知识参与专业发展学习社区；以及(4)教师关于EPLT的知识是如何在学校教师的日常互动中传播的。这项研究将分两部分实施。第一部分是关于教师知识发展、实践和参与的设计性实验。第二部分包括社交网络分析，以帮助确定学校网络中存在的关键连接点、它们的有效程度以及它们如何随着时间的推移而变化。这项干预将集中于一个广泛的专业发展(PD)计划，在该计划中，K-5教师将在12个月的时间内参加16天6小时的专业发展。多个场地将用于PD，将影响大约100名教师和1200至1500名学生。设计性实验将被用来关注学习的过程和为支持这种学习而设计的方法。数据分析的主要形式将是不断比较的方法，以寻找扎根的理论。此外，建议的方法包括对每个研究问题的初始猜测，以指导收集和分析数据的方式。这项努力的合作伙伴包括北卡罗来纳州达勒姆的当地学校。结果包括一个基于学习轨迹的教学的概念模型，以及关于教师如何利用社交网络来改进教学实践的见解。