Collaborative Project: Understanding Impact: A Scaling and Replication Study of the Curriculum Customization Service

合作项目：了解影响：课程定制服务的扩展和复制研究

• 批准号: 1043638
• 负责人: Tamara Sumner
• 金额: $ 17.8万
• 依托单位: University of Colorado at Boulder
• 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: 2010-12-01 至 2013-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1043638&HistoricalAwards=false
• 关键词: Collaborative; Project; Understanding; Impact; Scaling

This NSDL Targeted Research project is part of a four-way collaborative effort involving 1043638, U. Colorado (lead institution); 1043858, Utah State University; 1043660, UCAR; and 1043717, the University of Utah. The investigators seek to understand the impact, replicability, and scalability of the NSDL Curriculum Customization Service (CCS) across four different school district deployment sites. CCS is a web-based software tool that enables teachers to: (1) customize their science instruction using digital library resources, formative assessments, and district-developed materials to aid student learning and (2) share these customizations as part of an online learning community. Three major themes guiding this research are: (i) impact on students (e.g. study of learning outcomes and self-reported engagement with science content); (ii) impact on teachers (e.g. examination of teachers' attitudes, beliefs, practices, and knowledge surrounding curriculum customization, integration of digital library resources in the classroom, and teacher learning) and (iii) how differences in deployment site characteristics (districts and schools) influence student learning outcomes and teachers' knowledge. The intellectual merit of the project lies in its grounding in a successful pilot study in which the Denver Public Schools adopted the CCS system for all its earth science teachers district-wide. With respect to broader impacts the project offers a model for the dissemination of educational technology through a key "unit" of the K-12 educational enterprise, namely adoption by the local school district.

该研究项目是科罗拉多大学1043638所(牵头机构)、犹他州立大学1043858所、美国加州大学学院1043660所和犹他大学1043717所大学四方合作项目的一部分。调查人员试图了解NSDL课程定制服务(CCS)在四个不同学区部署站点的影响、可复制性和可扩展性。CCS是一个基于网络的软件工具，它使教师能够：(1)使用数字图书馆资源、形成性评估和地区开发的材料来定制他们的科学教学，以帮助学生学习；(2)将这些定制作为在线学习社区的一部分进行共享。这项研究的三个主要主题是：(I)对学生的影响(例如对学习结果的研究和自我报告对科学内容的参与)；(Ii)对教师的影响(例如对教师的态度、信念、做法和围绕课程定制、课堂数字图书馆资源整合和教师学习的知识的审查)和(Iii)部署地点特征(地区和学校)的差异如何影响学生的学习结果和教师的知识。该项目的学术价值在于它植根于一项成功的试点研究，在该研究中，丹佛公立学校为其地区范围内的所有地球科学教师采用了CCS系统。关于更广泛的影响，该项目为通过K-12教育企业的一个关键“单位”传播教育技术提供了一个模式，即由当地学区采用。