PROJECT ATOMS: Accomplished Elementary Teachers of Mathematics and Science

PROJECT ATOMS：杰出的小学数学和科学教师

• 批准号: 1118894
• 负责人: Temple Walkowiak
• 金额: $ 311.1万
• 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: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118894&HistoricalAwards=false
• 关键词: PROJECT; ATOMS; Accomplished; Elementary; Teachers

The project is studying the impact of the mathematics and science intensive pre-service preparation program for elementary school teachers at North Carolina State University called the Accomplished Elementary Teachers of Mathematics and Science (ATOMS). Faculty in NCSU's Department of Elementary Education, researchers at the Duke University Sanford School of Public Policy's Education Research Data Center and the NC State College Professional Education Office are involved in conducting this project.The project includes assessments of pre-service teachers' math and science content, teacher performance, self-report surveys, and teacher interviews. Researchers are also tracking participants' perspectives on the program and comparing knowledge dimensions and teaching performance of a sub-sample of ATOMS teachers to a similar group of non-ATOMS teachers. Each of the study dimensions (Knowledge Dimension, Teaching Performance, and Perspectives on the Program) will be assessed at three time points across this longitudinal study, providing a model for elementary teacher development of STEM teaching.The study has potential to advance current understanding regarding teacher preparation, especially in terms of supporting elementary teachers' instruction in science and math. The project is also innovative and potentially transformative by asking interesting and pertinent questions of how teachers can affect the learning of their students. Besides generating new knowledge, this project also has the potential to impact STEM education research. The ATOMS pre-service teacher preparation program may serve as a model for effective pre-service teacher education across the nation if the researchers can clearly demonstrate the effect of participating in the program in changing teachers' knowledge, attitudes, and skills, as well as their students' achievement. Investigators propose the dissemination of findings to both K-12 audiences and institutions of higher education. Additionally, key findings will be bulleted for policy makers in brief reports or brochures sent to deans of Colleges of Education nationwide, highlighting recommendations based on the findings.

该项目正在研究北卡罗来纳州州立大学的小学教师数学和科学密集职前准备计划的影响，该计划被称为数学和科学成就小学教师（ATOMS）。北卡罗来纳州立大学基础教育系的教师、杜克大学桑福德公共政策学院教育研究数据中心的研究人员和北卡罗来纳州立大学专业教育办公室的研究人员参与了这一项目，该项目包括对职前教师的数学和科学内容、教师绩效、自我报告调查和教师访谈的评估。研究人员还跟踪了参与者对该计划的看法，并将ATOMS教师的子样本的知识维度和教学表现与类似的非ATOMS教师群体进行了比较。每个研究维度（知识维度，教学绩效和对计划的看法）将在整个纵向研究的三个时间点进行评估，为STEM教学的小学教师发展提供一个模型。该研究有可能促进目前对教师准备的理解，特别是在支持小学教师的科学和数学教学方面。该项目也是创新的，并通过提出有趣和相关的问题而具有潜在的变革性教师如何影响学生的学习除了产生新知识外，该项目还有可能影响STEM教育研究。ATOMS职前教师准备计划可以作为一个有效的职前教师教育在全国范围内的模式，如果研究人员能够清楚地证明参与该计划在改变教师的知识，态度和技能，以及他们的学生的成就的影响。调查人员建议将调查结果传播给K-12受众和高等教育机构。此外，将在发给全国教育学院院长的简要报告或小册子中为决策者列出主要调查结果，并强调根据调查结果提出的建议。