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.

本研究的目的是建立一个基于学习轨迹的教学（LTBI）概念模型。 LTBI是指教师运用自己的学习轨迹知识组织教学实践并参与专业社区的方式。 这项研究探讨了LTBI的概念，在一个特定的内容域称为均分。 在研究中，PI确定了四种不同的情况（例如，共享集合、共享单个整体、与多于物体的人共享多个整体、以及与多于人的物体共享多个整体）。 PI确定“均分”是整体结构的数学描述符，因为与断裂、断裂和分割不同，均分涉及创建相等大小的组的行为。 本研究在前人研究成果的基础上，进一步完善了教师均分学习轨迹的初步定义，并对教师均分学习轨迹知识的发展方式、教师均分学习轨迹知识在教学中的运用方式、教师均分学习轨迹知识在专业发展学习共同体中的运用方式进行了研究。以及（4）教师的英语学习知识在学校日常互动中的传播方式。这项研究将分两部分进行。 第一部分是关于教师知识发展、实践和参与的设计性实验。 第二部分包括社会网络分析，以帮助确定学校网络中存在的关键连接器，它们的有效程度以及它们如何随时间变化。 干预措施将集中在一个广泛的专业发展（PD）计划，其中K-5教师将参加16，6小时的专业发展超过12个月的时间。 多个场地将用于PD，将影响约100名教师和1200至1500名学生。一个设计实验将被用来集中在学习的过程和旨在支持学习的手段。 数据分析的主要形式将是不断的比较方法，以寻找扎根的理论。 此外，所提出的方法包括每个研究问题的初步说明，以指导收集和分析数据的方式。这项工作的合作伙伴包括北卡罗来纳州达勒姆的当地学校。结果包括一个概念模型的学习轨迹为基础的教学和教师如何使用社交网络，以改善教学实践的见解。