The Design of Research-in-Instruction Laboratories (RI-Labs) as a Foundation for Transforming Education Research and Professional Education

教学研究实验室（RI-Lab）模型是医学院外科手术室的模拟，旨在使专家数学教学可见，并能够由数学家，教育研究人员，经验丰富的新教师和职前教师团队进行研究。RI-Lab旨在作为教学实践和跨学科研究实践的孵化器。研究人员已经开发了小学数学实验室（EML），并在其他地方复制了该策略，取得了不同的成功。这个EAGER项目正在详细说明和指定RI实验室的设计，以支持中小学数学教学的结构化实验工作。研究人员正在创建和研究中学数学实验室（SML）作为EML模型的产物，更精确地阐述研究，合作和学习，RI-Labs的更大定义产生，努力指定RI-Labs模型的重要特征，假设一旦指定，这一模式将有可能促成高回报的研究，从而大规模地改变教育研究。该研究包括表征特征的实验室的教学干预是什么，它是如何研究的，谁studiesit. Four研究问题正在解决：1）如何以及为什么不同群体的参与者使用实验室类？2)在使观察者能够看到和学习/研究教学要素方面涉及哪些工作？3)在不同的参与者群体中，公众参与教学的启示和挑战是什么？4)RI-Lab设计提供了哪些学习机会？该项目创造的新知识正在与NSF数学和科学伙伴关系和DRK-12社区以及公众分享。该项目如果成功，其最终影响将是提供一个清晰的模式，可以复制，以推动教育研究的新范式。

The Research-in-Instruction Lab (RI-Lab) model is an analogue of the surgical theater in medical schools and is intended to make expert mathematics teaching visible to and able to be studied by teams of mathematicians, education researchers, experienced and new teachers, and pre-service teachers. The RI-Lab is designed to serve as an incubator for instructional practice and interdisciplinary research into practice. The investigators have developed elementary mathematics labs (EMLs) and replication of the strategy in other locations has seen varying success. This EAGER project is elaborating and specifying the design of RI-Labs to support structured experimental work on instruction in mathematics at the elementary and secondary levels. The researchers are creating and studying secondary mathematics labs (SMLs) as an outgrowth of the EML model, articulating more precisely the research, collaboration, and learning that the larger definition of RI-Labs engender, in an effort to specify the important features of the RI-Labs model, under the hypothesis that once specified, this model will have the potential to enable high-payoff research that could transform education research on a large scale. The study consists of characterizing features of the labs in relation to what the instructional intervention is, how it is studied, and who studies it. Four research questions are being addressed: 1) How and why do different groups of participants use the laboratory class? 2) What work is involved in making elements of teaching visible to and learnable/study-able by observers? 3) What are the affordances and challenges of public engagement with teaching across different groups of participants? 4) What learning opportunities are afforded by an RI-Lab design? New knowledge created by this project is being shared with the NSF Math and Science Partnership and DRK-12 communities and with the public. The ultimate impact of the project, if successful, will be to provide a well-articulated model that can be replicated to advance a new paradigm in education research.