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Development of a Validated Self-Report Instrument for Measuring the Classroom Impact of Student-Centered Professional Development for College Instructors

开发一种经过验证的自我报告工具，用于衡量以学生为中心的大学教师专业发展的课堂影响

基本信息

批准号：
1245436
负责人：
Sandra Laursen
金额：
$ 20万
依托单位：
University of Colorado at Boulder
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2013
资助国家：
美国
起止时间：
2013-10-01 至 2018-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245436&HistoricalAwards=false
关键词：
Development Validated Self Report Instrument

项目摘要

Efforts to broaden the reach of college instructor professional development will be more successful if the design of professional development services is informed by good evaluation evidence about whether and how it is working. While improving student learning is the ultimate goal of college level instructor professional development, measuring student outcomes directly is difficult and expensive as a means of evaluation. Moreover, there is often a long time lag between instructor participation and when a discernible impact on student outcomes can be detected. This project is developing a more efficient and rapid way to evaluate the effectiveness of professional development and in particular to determine whether and how the instructors are changing their instruction as a result of participation. It is engaged in constructing and validating a self-report survey instrument that can be used to probe the initial classroom impact of professional development of college mathematics instructors, especially shifts in their use of class time and choice of instructional activities. The PI team is aware of sources of potential bias in self-reported survey responses and is focused on developing an instrument that is as free as possible from incentives to provide biased responses. Classroom observations are being compared with survey data from multiple sites to determine the conditions under which self-report accurately probes shifts in instructional practice that result from professional development. The goal is a validated survey instrument that will offer a general and inexpensive tool for measuring the impact of professional development in mathematics and, eventually, in science as well.

努力扩大高校教师专业发展的范围将更加成功，如果专业发展服务的设计是由良好的评价证据，它是否和如何工作。虽然提高学生的学习是大学水平的教师专业发展的最终目标，直接衡量学生的成果是困难和昂贵的评估手段。此外，从教师参与到能够发现对学生成绩的明显影响之间往往有很长的时间差。该项目正在开发一种更有效、更迅速的方法，以评估专业发展的有效性，特别是确定教员是否以及如何因参与而改变其教学。本研究旨在建构并验证一个自我报告式的调查工具，以探讨大学数学教师专业发展的初始课堂影响，特别是他们使用课堂时间和选择教学活动的转变。 PI团队意识到自我报告调查答复中的潜在偏见来源，并专注于开发一种尽可能不受提供偏见答复的激励的工具。课堂观察正在与来自多个地点的调查数据进行比较，以确定自我报告准确探测专业发展导致的教学实践转变的条件。我们的目标是一个有效的调查工具，将提供一个通用的和廉价的工具来衡量专业发展在数学，并最终在科学的影响。

项目成果

期刊论文数量（3）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Using latent profile analysis to assess teaching change

使用潜在概况分析来评估教学变革

DOI：
发表时间：
2023
期刊：
Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
影响因子：
0
作者：
Weston, T. J.;Laursen, S.;Hayward, C. N.
通讯作者：
Hayward, C. N.

Measures of success: characterizing teaching and teaching change with segmented and holistic observation data