Cross-National Comparison of School and District Supports for High-Quality Mathematics Instruction in the US and China

中美学校和学区对高质量数学教学支持的跨国比较

• 批准号: 1321828
• 负责人: Erin Henrick
• 金额: $ 20万
• 依托单位: Vanderbilt University
• 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: 2013-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1321828&HistoricalAwards=false
• 关键词: Cross; National; Comparison; District; Supports

Since the publication of the result that students from Shanghai, China, outperformed students from all other participating countries on the 2009 Programme for International Student Assessment (PISA) in mathematics, researchers have sought to understand why Chinese mathematics education appears to be both more successful at boosting student learning and more equitably distributed. This RAPID project is a cross-national comparative study of U.S. and Chinese instructional support systems, building from earlier data about mathematics teaching and learning in large urban school districts of both the United States and the People's Republic of China. The work is being conducted by researchers from Vanderbilt University, Virginia Polytechnic Institute and State University and Beijing Normal University. The study uses quantitative methods to compare and contrast the effectiveness of supports (e.g., professional development, teacher networks, school leadership) in improving teachers' instructional practices and student achievement using comparable instrumentation. The study contributes to research and policy in several ways. First, it is helping to identify supports that have been particularly effective in improving mathematics teaching and learning in China. This should inform current theories about how to best support mathematics education in the United States. Second, the cross-nationally validated instruments used to collect the data can be used by other researchers investigating curricular reform implementation cross-nationally. The findings of this study are especially relevant to district leaders as they develop support and accountability systems to effectively implement the content and practice standards of the Common Core State Standards for Mathematics.This award is co-funded by NSF's International Science and Engineering Section, Office of International and Integrative Activities.

自2009年国际学生评估项目（比萨）公布中国上海学生在数学方面的表现优于所有其他参与国学生的结果以来，研究人员一直试图了解为什么中国的数学教育似乎在促进学生学习方面更成功，而且分布更公平。 这个RAPID项目是一个美国和中国教学支持系统的跨国比较研究，建立在美国和中华人民共和国的大城市学区的数学教学和学习的早期数据。 这项工作由来自范德比尔特大学、弗吉尼亚理工学院、州立大学和北京师范大学的研究人员进行。 该研究使用定量方法来比较和对比支持的有效性（例如，专业发展，教师网络，学校领导）在改善教师的教学实践和学生的成绩使用可比仪器。 这项研究在几个方面有助于研究和政策。 首先，它有助于确定在改善中国数学教学和学习方面特别有效的支持。这应该告知当前的理论如何最好地支持美国的数学教育。 其次，用于收集数据的国际验证工具可以被其他研究人员用于调查课程改革实施的国际。 这项研究的结果对地区领导人特别有意义，因为他们开发了支持和问责制度，以有效地实施共同核心国家数学标准的内容和实践标准。