权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Models of Professional Development for Mathematics Teachers

数学教师专业发展模式

基本信息

批准号：
1019934
负责人：
Paola Sztajn
金额：
$ 44.55万
依托单位：
North Carolina State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2010
资助国家：
美国
起止时间：
2010-08-15 至 2015-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1019934&HistoricalAwards=false
关键词：
Models Professional Development Mathematics Teachers

项目摘要

The Models of Professional Development for Mathematics Teachers project is conducting a comprehensive study of professional development models designed for mathematics teachers in grades K-12. The research team will identify key constructs and frameworks within professional development programs and identify types of professional development models. The goals of the project are to encourage researchers and professional developers to reconceptualize mathematics professional development, develop a shared language, and renew discussions on effective professional development for teachers of mathematics. The project team includes faculty and students at North Carolina State University and a research scientist at American Institutes for Research. The project team is coding and analyzing descriptive data on mathematics professional development (MPD) gathered from studying mathematics teacher education research literature. They are also conducting interviews with authors of the studies they have identified. The project is investigating the general question: What are the various models used by mathematics teacher educators when designing and implementing mathematics professional development? Specifically, they are asking:1. What are similarities and differences across goals, theoretical frameworks, contexts and structures that exist in the design of MPD offered to K-12 teachers?2. How does the field name and define various characteristics of MPD? 3. How can the characteristics of the various MPD designs be grouped into meaningful models? What are the main elements that define these models?The researchers hope that their efforts to describe models of professional development will help educators to move away from professional development designed around a few salient features and move toward professional development models that contain a theoretical framework and coherent features that work together. They want professional developers and researchers to use a common language to study and assess professional development. Their analysis of existing professional development projects in mathematics teaching will offer the following outcomes:1. An empirically established definition of characteristics and models of MPD, with explanations of the various elements that comprise these models.2. A coding protocol for use in the classification of MPD models and the organization of current information about existing MPD.3. A theoretical framework for organizing knowledge about MPD that can foster new ways to think about these models in the design of innovative MPD for teachers.4. A set of research-related innovations such as new hypotheses for studying MPD, new approaches to testing the explanatory and predictive validity of various features of professional development, and new formats for describing the state of the art in MPD.5. Concepts that can support a revision of what is meant by best practices or effective features of MPD.6. An open-source, web-based, searchable database with descriptions of various MPD.This exploratory project will provide an opportunity for the mathematics education field to learn more about professional development and approaches to conducting research on professional development.

数学教师专业发展模式项目正在对为K-12年级数学教师设计的专业发展模式进行全面研究。研究小组将确定专业发展计划中的关键结构和框架，并确定专业发展模式的类型。该项目的目标是鼓励研究人员和专业开发人员重新概念化数学专业发展，开发一种共享的语言，并重新讨论有效的数学教师专业发展。该项目小组包括北卡罗来纳州州立大学的教师和学生以及美国研究所的一名研究科学家。该项目组正在编码和分析从研究数学教师教育研究文献中收集的数学专业发展（MPD）的描述性数据。他们还与他们确定的研究的作者进行了访谈。该项目正在调查的一般性问题：什么是数学教师教育工作者使用的各种模式时，设计和实施数学专业发展？具体来说，他们问：1。在为K-12教师提供的MPD设计中，目标，理论框架，背景和结构之间存在哪些异同？2.字段如何命名和定义MPD的各种特性？3.如何将各种MPD设计的特征分组为有意义的模型？定义这些模型的主要元素是什么？研究人员希望，他们描述专业发展模型的努力将有助于教育工作者摆脱围绕一些突出特征设计的专业发展，并转向包含理论框架和协同工作的连贯特征的专业发展模型。他们希望专业开发人员和研究人员使用共同的语言来研究和评估专业发展。他们对现有数学教学专业发展项目的分析将提供以下结果：1。一个经验建立的定义的特点和模型的MPD，与解释的各种元素，包括这些模型。一种用于MPD模型分类的编码协议，组织有关现有MPD的当前信息。一个组织有关MPD知识的理论框架，可以促进新的方式来思考这些模型在设计创新的MPD教师。一套研究相关的创新，如新的假设研究MPD，新的方法来测试的解释性和预测有效性的各种功能的专业发展，以及新的格式描述的最先进的MPD。能够支持对MPD的最佳实践或有效特征的含义进行修订的概念。这是一个开放源代码的、基于网络的、可搜索的数据库，其中描述了各种MPD。这个探索性的项目将为数学教育界提供一个机会，以了解更多关于专业发展和进行专业发展研究的方法。