Collaborative Research: Researching The Efficacy Of The Science & Literacy Academy Model

合作研究：研究科学的功效

• 批准号: 1220666
• 负责人: Jonathan Osborne
• 金额: $ 129.56万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-15 至 2017-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1220666&HistoricalAwards=false
• 关键词: Collaborative; Research; Researching; Efficacy; Science

This award is doing a research study of three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. Model 1 is a one-week institute based on classroom discourse practices and a 2-week practicum (cohort 1). Model 2 is the one-week institute (cohort 2). Model 3 is a "business as usual" model (cohort 3) based on normal professional development provided by the school district. Cohorts 1 and 2 experience the interventions in year 1 with four follow-up sessions in each of years 2 and 3. In year 4 they receive no PD, but are being observed to see if they sustain the practices learned. Cohort 3 receives no treatment in years 1 and 2, but participates in a revised version of the institute plus practicum in year 3 with four follow up sessions in year 4. The Lawrence Hall of Science provides the professional development, and Stanford University personnel are conducting the research. The teachers come from the Oakland Unified School District. Science content is the GEMS Ocean Sciences Sequence.There are 3 research questions:1. In what ways do practicum-based professional development models influence science instructional practice?2. What differences in student outcomes are associated with teachers' participation in the different PD programs?3. Is the impact of the revised PD model different from the impact of the original model? This is a designed-based research model. Teacher data is based on interviews on beliefs about teaching and the analysis of video tapes of their practicum and classroom performance using the Discourse in Inquiry Science Classrooms instrument. Student data is based on the GEMS unit pre- and post-tests and the California Science Test for 5th graders. Multiple analyses are being conducted using different combinations of the data from 8 scales across 4 years. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos. These will be presented in publications and conference presentations and be posted on linked websites at the Lawrence Hall of Science and the Center to Support Excellence in Teaching at Stanford University.

该奖项正在对专业发展（PD）的三种模式进行研究，以测试3-5年级在职教师实习的有效性，这些教师分为三个25人的队列。 模式1是一个为期一周的学院，基于课堂话语实践和2周的实习（队列1）。 模型2是为期一周的研究所（队列2）。模式3是一种“一切照旧”的模式（第3组），以学区提供的正常专业发展为基础。第1和第2组在第1年接受干预措施，第2和第3年各接受4次随访。 在第4年，他们没有收到PD，但正在观察，看看他们是否维持所学到的做法。队列3在第1年和第2年没有接受治疗，但在第3年参加了该研究所的修订版加实习，在第4年参加了四次后续会议。劳伦斯科学馆提供专业发展，斯坦福大学的人员正在进行研究。教师来自奥克兰联合学区。科学内容为全球环境监测系统海洋科学系列。以实践为基础的专业发展模式在哪些方面影响科学教学实践？2.教师参与不同的PD课程，学生的学习成绩有什么不同？3.修订后的PD模型的影响是否与原始模型的影响不同？这是一个基于设计的研究模型。教师的数据是基于对教学信念的访谈和对他们的实习和课堂表现的录像带的分析，使用探究科学课堂仪器中的话语。学生数据是基于GEMS单元前和后测试和加州科学测试五年级学生。正在使用4年间8个尺度的数据的不同组合进行多重分析。将有75名教师和他们的学生直接受到该项目的影响。该项目的其他影响是研究成果和专业发展材料，包括PD实施指南和教学视频。这些将在出版物和会议上介绍，并张贴在链接网站上的劳伦斯科学大厅和中心，以支持卓越的教学在斯坦福大学。