Enhancing Mathematics Teaching and Learning in Urban Elementary Schools: A Cluster-Randomized Efficacy Trial of a Novel Professional Development Approach

加强城市小学数学教学：新型专业发展方法的整群随机有效性试验

• 批准号: 1223074
• 负责人: Linda Foreman
• 金额: $ 248.84万
• 依托单位: Teachers Development Group
• 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: 2012-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1223074&HistoricalAwards=false
• 关键词: Enhancing; Mathematics; Teaching; Learning; Urban

The Enhancing Mathematics Teaching and Learning in Urban Elementary Schools project is working with all teachers in grades three through five in the Portland, OR Public Schools in order to test the feasibility and efficacy of the Mathematics Studio Model of professional development. The model requires professional development to occur at the school level involving both teachers and principals. The professional development is conducted at the school and is integrated with instruction. The goal of the project is to improve students' engagement and learning in mathematics by fostering effective instruction. Partners in the project include Teachers Development Group, Portland State University, Portland Public Schools and Horizon Research.The researchers are identifying the key ingredients that make the professional development successful. They are using a cluster-randomized research design to examine the efficacy of their model. They are using observational measures to identify successful teaching practices as well as student discourse patterns. They are studying the fidelity of implementation of the model and are looking for specific variables that may be particularly helpful for students who have not been successful in learning mathematics.It is difficult to implement professional development at a large enough scale to make a significant difference in student achievement within a district. This research is important because it tests the use of a practice-based, professional development model within a large, public school system, and documents the challenges of implementation as well as the variables that contribute to student learning of mathematics.

“加强城市小学数学教与学”项目与俄勒冈州波特兰公立学校三至五年级的所有教师合作，以测试数学工作室专业发展模式的可行性和有效性。 该模式要求教师和校长在学校一级进行专业发展。 专业发展在学校进行，并与教学相结合。 该项目的目标是通过促进有效的教学来提高学生对数学的参与和学习。 该项目的合作伙伴包括教师发展集团、波特兰州立大学、波特兰公立学校和地平线研究。研究人员正在确定使专业发展成功的关键因素。 他们正在使用一种随机分组的研究设计来检验他们的模型的有效性。 他们正在使用观察措施，以确定成功的教学实践以及学生的话语模式。他们正在研究实施该模式的准确性，并正在寻找可能对数学学习不成功的学生特别有帮助的具体变量。很难在一个地区内实施足够大规模的专业发展，以使学生的成绩产生显着差异。 这项研究很重要，因为它测试了一个大型公立学校系统内基于实践的专业发展模式的使用，并记录了实施的挑战以及有助于学生学习数学的变量。