Collaborative Research: Overcoming Obstacles to Scaling-Up with a Cyberlearning Professional Development Model

协作研究：通过网络学习专业发展模型克服扩大规模的障碍

• 批准号: 1118392
• 负责人: Tamara Sumner
• 金额: $ 85万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118392&HistoricalAwards=false
• 关键词: Collaborative; Research; Overcoming; Obstacles; Scaling

It's About Time publishers in collaboration with the University of Colorado at Boulder develop and test a cyberlearning professional-development model that builds on the successful Curriculum Customization Service model implemented in Denver with EarthComm. The cyberlearning system is tested with the Project Based Inquiry Science (PBIS) curriculum - a proven comprehensive middle school science curriculum. In the first two years, six unit-specific materials, curriculum implementation webinars, electronic teacher editions, and teacher planning guide software are developed with teacher input and tested. In the third year, forty middle school teachers nationwide use the cyberlearning system. The learning of their students is compared to students of teachers who had other professional development. The cyberlearning system is evaluated for scalability, affordability, flexibility, and effectiveness for changing teacher practice and student learning. In the first two years ethnographic studies done by WestEd inform the project about how teachers use the cyberlearning system and which parts are most efficacious. At the same time WestEd collects data of student learning and classroom practice from teachers who have had traditional professional development offered by the publishers. At the same time, data are gathered about student learning in classes whose teachers receive traditional professional development. These teachers form a matched control group for the teachers engaged in cyberlearning professional development in the third year. Their student learning data are compared to the learning of students whose teachers are engaged in the cyberlearning professional development. The research is evaluated by three members of the Advisory Board who have credentials in research methodology, content and broadening participation. Effective implementation of reform-based STEM curricula depends upon curriculum-based, consistent and well developed professional development. Scaling-up to a broad-based national market is logistically constrained by traditional face-to-face professional development. The project will lead to a tested, useful, affordable, and effective system on-line system to support teacher implementation of reform science curricula that will be used by It's About Time publishers and will be available to others. The results disseminated in the research and practitioner literature can transform the professional development provided by publishers of reform science materials.

出版商与位于博尔德的科罗拉多大学合作，开发和测试了一种网络学习专业发展模式，该模式建立在丹佛与EarthComm合作实施的成功课程定制服务模式的基础上。 网络学习系统与基于项目的探究科学（PBIS）课程进行了测试-一个成熟的综合中学科学课程。 在头两年，六个单元的具体材料，课程实施网络研讨会，电子教师版，教师规划指导软件的开发与教师输入和测试。 在第三年，全国40名中学教师使用网络学习系统。 他们的学生的学习相比，谁拥有其他专业发展的教师的学生。 评估网络学习系统的可扩展性，可负担性，灵活性和有效性，改变教师的做法和学生的学习。 在最初的两年里，WestEd所做的人种学研究为该项目提供了关于教师如何使用网络学习系统以及哪些部分最有效的信息。 与此同时，WestEd从接受过出版商提供的传统专业发展的教师那里收集学生学习和课堂实践的数据。 与此同时，数据收集的学生在课堂上的教师接受传统的专业发展。 这些教师组成了一个匹配的控制组的教师从事网络学习专业发展的第三年。 他们的学生学习数据进行比较，学生的教师从事网络学习专业发展。 该研究由咨询委员会的三名成员进行评估，他们在研究方法，内容和扩大参与方面具有资质。 基于改革的STEM课程的有效实施取决于以课程为基础的、一致的和发展良好的专业发展。 扩大到一个基础广泛的全国市场在后勤上受到传统的面对面专业发展的限制。 该项目将导致一个经过测试的，有用的，负担得起的，有效的系统在线系统，以支持教师实施改革科学课程，这将是关于时间的出版商使用，并将提供给其他人。 在研究和实践文献中传播的结果可以改变改革科学材料出版商提供的专业发展。