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Supporting Large Scale Change in Science Education: Understanding Professional Development and Adoption Variation Related to the Revised Advanced Placement Curriculum (PD-RAP)

支持科学教育的大规模变革：了解与修订后的先修课程 (PD-RAP) 相关的专业发展和采用变化

基本信息

批准号：
1221861
负责人：
Arthur Eisenkraft
金额：
$ 300万
依托单位：
University of Massachusetts Boston
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2012
资助国家：
美国
起止时间：
2012-09-15 至 2018-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1221861&HistoricalAwards=false
关键词：
Supporting Large Scale Change Science

项目摘要

This proposal leverages the re-design of the Advanced Placement (AP) curricula currently under way to study the impact of teacher professional development on student achievement in a natural experiment at scale. Researchers from the University of Massachusetts Boston, Harvard University, the University of Michigan, and the Education Development Center, Inc are conducting a quasi-experimental research study to examine the professional development experienced by AP Biology, Chemistry and Physics teachers to determines 1) the relationship between teacher and school characteristics and the professional development patterns that teachers choose; 2) the relationship between the professional development patterns that various types of teachers choose and their students' outcomes; and 3) the challenges encountered in delivering various forms of professional development at this level of scale. In addition to supporting the improvment of professional development of AP teachers by the College Board, the findings contribute to a better understanding of the relationship between professional development and student achievement more generally.This study uses the existing context of the AP Course Audit by which all teachers of AP courses submit a syllabus, descriptions of laboratory investigations, and information regarding contact hours and the background of teachers, including the professional development programs accessed. The teachers who submit audits will be surveyed using the Stages of Concern Questionnaire together with other items to determine their perceptions of the AP Science redesign. The experiences of over 20,000 teachers are examined over the course of the study. Teachers who participate in AP professional development conducted by the College Board and the Active AP online Teacher Community (APoTC) will be surveyed about their professional development experiences. Case studies of 40 using interview, elaborated survey items, and artifacts from their teaching provide information about the quality of the teacher implementation of the AP course. Scores on the AP exams of all of the students will be linked to the teachers and the relationships among those scores and teacher professional development experiences analyzed using multi-level regression analyses.The findings from this study have considerable importance for those individuals who provide professional development for science teachers. The results will inform the College Board and others who provide professional development directly to AP science teachers about how that support needs to change in order to more effectively support teachers. Improving the support that AP teachers receive has the potential to improve the learning experiences of the students who participate in those classes. In addition, this study will provide information about issues and challenges to providing professional development at scale to a wider audience of professional development providers. As the Next Generation Science Standards come online, this information will be useful to policy makers and practitioners.

这项建议利用目前正在进行的高级预科课程的重新设计，在一个规模较大的自然实验中研究教师专业发展对学生成绩的影响。来自马萨诸塞大学波士顿分校、哈佛大学、密歇根大学和教育发展中心公司的研究人员正在进行一项准实验研究，考察AP生物、化学和物理教师经历的专业发展，以确定1)教师和学校特征与教师选择的专业发展模式之间的关系；2)不同类型教师选择的专业发展模式与他们的学生成绩之间的关系；以及3)在这种规模的水平上提供各种形式的专业发展所遇到的挑战。除了支持大学理事会改进AP教师的专业发展外，研究结果还有助于更广泛地理解专业发展与学生成就之间的关系。本研究使用AP课程审计的现有背景，所有AP课程的教师通过该背景提交教学大纲、实验室调查描述、关于接触时间和教师背景的信息，包括访问的专业发展计划。提交审计的教师将使用关注阶段问卷和其他项目进行调查，以确定他们对AP Science重新设计的看法。在研究过程中，对2万多名教师的经验进行了考察。参加由大学理事会和活跃的AP在线教师社区(APoTC)进行的AP专业发展的教师将被调查他们的专业发展经验。通过对40个案例的访谈、详细的调查项目和他们教学中的人工制品，提供了关于教师实施AP课程的质量的信息。所有学生的AP考试成绩将与教师相关，并使用多水平回归分析这些分数与教师专业发展经历之间的关系。本研究的结果对那些为科学教师提供专业发展的个人具有相当重要的意义。结果将告知大学理事会和其他直接向AP科学教师提供专业发展的人，这种支持需要如何改变，以便更有效地支持教师。改善AP教师得到的支持有可能改善参加这些课程的学生的学习体验。此外，这项研究将提供有关向更广泛的专业发展提供者提供大规模专业发展的问题和挑战的信息。随着下一代科学标准的上线，这些信息将对政策制定者和实践者有用。