WIDER: EAGER: SEEDing Evidence-Based Educational Practices? What Does It Take?

更广泛：渴望：播种循证教育实践？

• 批准号: 1256472
• 负责人: Jennifer Karlin
• 金额: $ 28.29万
• 依托单位: South Dakota School of Mines and Technology
• 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 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1256472&HistoricalAwards=false
• 关键词: WIDER; EAGER; SEEDing; Evidence; Based

This WIDER EAGER project is seeking to better understand how instructors think about evidence-based instructional practices and how introducing such practices across an organization influences their thinking. Despite significant investment and knowledge-building, many evidence-based instructional practices are not in wide use by a majority of STEM faculty members. This is at least in part due to the ways that faculty members think about evidence-based practices, including teaching, learning, and their responsibilities as instructors. This project is implementing a high-profile, institution-level evidence-based instructional practice change effort. A study of STEM faculty models of evidence-based instructional practices is collecting data before and after the change effort to gage differences over time as a result of the change effort. Data are being collected using surveys and a new interview method based on Model Eliciting Activities. These methods are helping to discover the variables and leverage points, as well as the potential interactions between these points, that effect wide-scale change. This project employs engineering management and organizational change literature to designing the intervention and associated research study. It is developing a new interview method which may become useful in future studies of STEM faculty change. This project includes university-level administrators and will demonstrate organizational change at three institutions, which may serve as a new model for other institutions seeking to change STEM faculty instructional practices.

这个WIDER EAGER项目旨在更好地了解教师如何看待循证教学实践，以及在整个组织中引入此类实践如何影响他们的思维。尽管有大量的投资和知识建设，许多基于证据的教学实践并没有被大多数STEM教师广泛使用。这至少在一定程度上是由于教师对循证实践的思考方式，包括教学，学习和他们作为教师的责任。该项目正在实施一项引人注目的机构一级循证教学实践改革工作。一项对STEM教师循证教学实践模型的研究正在收集变革前后的数据，以衡量变革带来的差异。正在使用调查和基于模型激发活动的新访谈方法收集数据。这些方法有助于发现影响大规模变化的变量和杠杆点，以及这些点之间的潜在相互作用。本研究以工程管理与组织变革相关文献为基础，设计相关的介入研究。它正在开发一种新的采访方法，可能会成为有用的STEM教师变化的未来研究。该项目包括大学一级的管理人员，并将在三个机构展示组织变革，这可能成为其他寻求改变STEM教师教学实践的机构的新模式。