Model of Research-based Education for Teachers

教师研究型教育模式

• 批准号: 1119678
• 负责人: Daniel Hanley
• 金额: $ 294.51万
• 依托单位: Western Washington 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 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1119678&HistoricalAwards=false
• 关键词: Model; Research; based; Education; Teachers

This project is conducting a longitudinal study of the effects of an innovative pre-service elementary science education program at Western Washington University which was established with support from an NSF MSP grant. There are four overlapping studies on the pre-service teachers (PSTs) and in-service teachers who are graduates of the program: (1) Comparing the pedagogical beliefs and skills of elementary PSTs as a function of the number (0-3) of reformed science content courses taken; (2) Comparing the same outcome variables for PSTs placed for student teaching with trained or untrained mentor teachers; (3) Comparing the impact of the science methods/practicum on PSTs who experienced the WWU reformed courses and those who did not; (4) An exploratory case study of the instructional practices of 20 novice elementary science teachers. The research utilizes the following existing instruments. (1) CLASS, the Colorado Learning Attitudes on Science Survey, (2) the Horizon Classroom Observation Protocol, (3) the Washington Educator Skills Test-Endorsement, and (4) the Washington State Science Assessment for 5th graders in addition to some instruments developed by the project. Studies 1-3 will each have 45 treatment and 45 control participants. Evaluation is by Horizon Research Inc. It focuses on project progress and effectiveness, which is appropriate for a research project. Its participation will also facilitate the use of the Horizon Classroom Observation Protocol. The new undergraduate program at WWU has implemented and institutionalized many of the recommendations for best practices in preparing elementary school teachers in science. This project is seeking to analyze the impact of three essential dimensions of teacher preparation: inquiry-based science content courses, science methods/practicum courses, and student teaching.

该项目正在对西部华盛顿大学的一个创新的职前基础科学教育项目的效果进行纵向研究，该项目是在NSF MSP赠款的支持下建立的。本研究主要以毕业于本课程的职前教师与在职教师为研究对象，进行四项重叠的研究：（1）比较小学职前教师的教学信念与教学技能，作为选修科学课程改革课程的函数（0-3）;（2）比较从事学生教学的职前教师与受过训练或未经训练的指导教师的相同结果变量;（3）比较科学方法/实习对经历过WWU改革课程的小学科学教师和没有经历过改革课程的小学科学教师的影响;（4）对20名小学科学新教师的教学实践进行探索性个案研究。本研究利用了以下现有工具。(1)类，科罗拉多科学学习态度调查，（2）地平线课堂观察协议，（3）华盛顿教育者技能测试认可，（4）华盛顿国家科学评估五年级学生除了一些工具开发的项目。 研究1-3将各有45名治疗受试者和45名对照受试者。由Horizon Research Inc.提供。它侧重于项目进度和有效性，这适合于研究项目。它的参与还将促进地平线课堂观察议定书的使用。WWU的新本科课程已经实施并制度化了许多在科学准备小学教师的最佳实践建议。本项目旨在分析教师准备的三个基本方面的影响：基于探究的科学内容课程，科学方法/实习课程，和学生教学。