权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Exploring Methods for Improving Teachers' Mathematical Quality of Instruction

提高教师数学教学质量的探索方法

基本信息

批准号：
1221693
负责人：
Heather Hill
金额：
$ 42.06万
依托单位：
Harvard University
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：
2012-12-01 至 2015-11-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1221693&HistoricalAwards=false
关键词：
Exploring Methods Improving Teachers Mathematical

项目摘要

The Exploring Methods for Improving Teachers' Mathematical Quality of Instruction (MQI) is an exploratory project at Harvard Graduate School of Education. Researchers are working with 4th and 5th grade teachers to improve their mathematics instruction by experimenting with different ways to implement the MQI model of professional development. The professional development requires teachers to critique and discuss videos of mathematics instruction. The professional development experiences are intentionally aligned with the Mathematical Quality of Instruction (MQI) observation instrument.The researchers are investigating the impact of several variables on the success of their professional development model as measured by how well teachers can assess videos of mathematics instruction. Researchers are exploring the model by varying the modes of delivery (face-to-face or internet), meeting time (weekly or bi-weekly), facilitator involvement (high or low) and the type of video used (project video or personal video). They are producing case studies using the school group as the unit of analysis.This research can inform models of professional development by providing more information about various ways that the same model of professional development can be implemented. The use of case studies provides an in depth understanding of the group dynamics and how the variables influence what is learned and observed by teachers of mathematics.

提高教师数学教学质量的探索性方法是哈佛大学教育研究生院的一个探索性项目。研究人员正在与四、五年级的教师合作，通过试验不同的方式来实施专业发展的MQI模式，以改善他们的数学教学。专业发展要求教师对数学教学视频进行批判和讨论。专业发展经验有意与数学教学质量(MQI)观察工具相一致。研究人员正在调查几个变量对其专业发展模式成功的影响，衡量标准是教师对数学教学视频的评价。研究人员正在通过改变交付方式(面对面或互联网)、会议时间(每周或每两周)、主持人参与度(高或低)和使用的视频类型(项目视频或个人视频)来探索这种模式。他们正在制作案例研究，以学校小组为分析单位。这项研究可以通过提供更多关于同一专业发展模式可以实施的不同方式的信息，为专业发展模式提供信息。案例研究的使用提供了对群体动力的深入理解，以及变量如何影响数学教师所学和所观察的内容。