Learning Labs: Using Videos, Exemplary STEM Instruction and Online Teacher Collaboration to Enhance K-2 Mathematics and Science Practice and Classroom Discourse

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。本研究的研究者建议开发和研究两套符合国家数学共同核心标准（CCSS）和下一代科学标准（NGSS）的K-2教师数学和科学专业发展的教学材料。他们将在每个学科领域开发两个模块和一个介绍模块，该模块介绍并整合了科学和数学材料。教师可以在线查看材料，观看示范教学实践视频，然后上传自己的例子和学生的作业，由专业学习社区的其他教师和专家教练进行批评。需要与标准一致的新教学材料来帮助教师满足所建议的具有挑战性的教学实践。迄今为止，这种类型的资源很少，鉴于许多学区的资源有限，必须找到诸如此类的更具成本效益的发展形式。这个项目的一个特别优势是，教师将能够在持续的基础上参与在线课程，并将他们所学到的知识整合到日常教学实践中。研究人员提出了一个设计研究方案来开发和改进模块。中心假设是对教学通道模型的检验——模块和专业学习社区导致教学实践质量的重大变化。文本分析将在在线讨论中执行，以检测小组话语随时间的变化。教学质量和教学愿景的变化将通过观察教师发布的视频来衡量。将对学生作业进行前后测试。研究结果将通过会议报告、出版物和教学频道网站进行传播。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The investigators of this study propose to develop and study two sets of instructional materials for K-2 teacher professional development in mathematics and science that are aligned with the Common Core State Standards in Mathematics (CCSS) and the Next Generation Science Standards (NGSS). They will develop two modules in each subject area and an introductory module that prefaces and integrates the science and mathematics materials. Teachers will be able to review the materials online, watch video of exemplary teaching practice, and then upload their own examples and students' work to be critiqued by other teachers enrolled in professional learning communities as well as expert coaches. New instructional materials aligned with the standards are needed to assist teachers in meeting the challenging instructional practices recommended. To date, scant few resources of this type exist and, given many school districts have limited resources, more cost-effective forms of development such as this must be found. A particular strength of this project is that teachers will be able to engage in the courses online, on an ongoing basis and integrate what they have learned into their daily teaching practice.The investigators propose a program of design research to develop and improve the modules. The central hypothesis is a test of the Teaching Channel model--that the modules and professional learning communities result in significant changes in the quality of instructional practice. Text analytics will be performed on the online discussion to detect changes in group discourse over time. Changes in instructional quality and vision will be measured by observing the videos posted by teachers. Pre-post tests of student work will be performed. The findings of the research will be disseminated through conference presentations, publications, and the Teaching Channel website.