Integrating Quality Talk Professional Development to Enhance Professional Vision and Leadership for STEM Teachers in High-Need Schools

整合 Quality Talk 专业发展，增强高需求学校 STEM 教师的专业视野和领导力

• 批准号: 1316347
• 负责人: Pricilla Murphy
• 金额: $ 210.62万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-15 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1316347&HistoricalAwards=false
• 关键词: Integrating; Quality; Talk; Professional; Development

This project expands and augments a currently-funded NSF Noyce Track II teacher recruitment and retention grant with Quality Talk (QT), an innovative, scalable teacher-facilitated discourse model. It is hypothesized that the QT model will enhance pre- and in-service secondary teachers' development of professional vision and leadership skills necessary for 21st century STEM education. Over the course of four years, the work will address critical needs in physics and chemistry education in 10th through 12th grade classrooms in five of Georgia's high-need school districts by strengthening the capacity of participating teachers to design and implement lessons that support effective dialogic interactions. As a result of such interactions, students' scientific literacy will be enhanced, including their ability to participate in content-rich discourse (i.e., QT) through effective disciplinary critical-analytic thinking and epistemic cognition. The contributions of this project, beyond the tangible benefits for teacher and student participants, include the development, refinement, and dissemination of an effective QT intervention and professional developmental framework that the entire science education community can use to promote scientific literacy and understanding. The project goals are being achieved through a series of three studies employing complementary methods and data sources, and a focus upon dissemination of the model in the final project year. The first two years of the project focus on developing and refining the curricular and intervention efficacy materials using design-based research methods. In Year 3, the project engages in a quasi-experimental study of the refined QT model, followed by further refinements before disseminating the materials both within Georgia and throughout the national science education community in Year 4. Quantitative measures of teacher and student discourse and knowledge, as well as video-coding and qualitative investigations of intervention efficacy, are being analyzed using multiple methods. In collaboration with, but independent from project staff and stakeholders, the participatory and responsive evaluation utilizes a variety of qualitative and quantitative methods to conduct formative and summative evaluation. Over the course of four years, the project will involve the participation of approximately 32 teachers in Georgia whose students include substantive percentages from populations underrepresented in the STEM fields. In addition to advancing their own students' scientific literacy, these participating teachers receive professional development on how to train other teachers, outside of the project, in using QT to promote scientific literacy. Further, the project will conduct a QT Summit for educational stakeholders and non-participant teachers to disseminate the intervention and professional development model. Finally, the project team will disseminate the findings widely to applied and scholarly communities through a website with materials and PD information (http://www.qualitytalk.org), professional journals, conferences, and NSF's DRK-12 Resource Network. This project, with its focus on teacher leadership and the pedagogical content knowledge necessary to use discourse to promote student science literacy, significantly advances the nation's goals of producing critical consumers and producers of scientific knowledge.

该项目扩展和增强了目前资助的NSF Noyce Track II教师招聘和保留补助金，并提供了一种创新的，可扩展的教师促进话语模型Quality Talk（QT）。据推测，QT模型将提高职前和在职中学教师的专业视野和领导技能的发展，21世纪世纪STEM教育所必需的。在四年的时间里，这项工作将通过加强参与教师设计和实施支持有效对话互动的课程的能力，解决格鲁吉亚五个高需求学区10至12年级教室的物理和化学教育的关键需求。由于这种互动，学生的科学素养将得到提高，包括他们参与内容丰富的话语的能力（即，QT）通过有效的学科批判分析思维和认识性认知。该项目的贡献，超出了教师和学生参与者的实际利益，包括开发，完善和传播有效的QT干预和专业发展框架，整个科学教育界可以用来促进科学素养和理解。项目目标正在通过采用互补方法和数据来源的三项系列研究来实现，重点是在项目的最后一年传播该模型。该项目的前两年侧重于使用基于设计的研究方法开发和完善课程和干预功效材料。在第3年，该项目从事准实验研究的改进QT模型，然后在传播材料之前，在格鲁吉亚和整个国家科学教育界在第4年进一步完善。教师和学生的话语和知识的定量措施，以及视频编码和干预效果的定性调查，正在使用多种方法进行分析。参与性和反应性评价与项目工作人员和利益攸关方合作，但独立于他们，利用各种定性和定量方法进行形成性和总结性评价。 在四年的时间里，该项目将涉及格鲁吉亚约32名教师的参与，他们的学生包括在STEM领域代表性不足的人口的相当大的百分比。除了提高自己学生的科学素养外，这些参与教师还接受了如何在项目之外培训其他教师的专业发展，以使用QT来促进科学素养。此外，该项目将为教育利益相关者和未参与的教师举办QT峰会，以传播干预和专业发展模式。最后，项目组将通过一个网站（http：//www.example.com）、专业期刊、会议和NSF的DRK-12资源网络，向应用和学术界广泛传播研究结果。www.qualitytalk.org该项目的重点是教师的领导能力和必要的教学内容知识，使用话语来促进学生的科学素养，大大推进了国家的目标，生产关键的消费者和生产者的科学知识。