How Novice Elementary Teachers' Social Networks Affect Ambitious Math Instruction

小学新手教师的社交网络如何影响雄心勃勃的数学教学

• 批准号: 1420532
• 负责人: Ken Frank
• 金额: $ 160万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-01 至 2018-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1420532&HistoricalAwards=false
• 关键词: How; Novice; Elementary; Teachers; Social

The study seeks to identify the mechanisms through novice teachers' social networks shape their mathematics instruction. The researchers will collect surveys, lesson plans, classroom observations, teacher tasks, and student work samples from 200 teachers across districts in three states with different contexts around standards and state assessments. Using social network analyses frameworks, the study will model the novice teachers' future teaching using ambitious mathematics instruction as measured by the Instructional Quality Assessment based on measures of these teachers' mathematical knowledge for teaching, and use of ambitious mathematics instruction and characteristics of the novice teachers' social network, as well as their interactions. Qualitative analyses will be used to support the results from the models. This study is framed by an interdisciplinary approach that integrates a cognitive component (focused on teachers' knowledge) and a sociological component (focused on the social context of teachers) in order to understand novices' planning and enactment of ambitious math instruction. No large-scale studies have used such an approach to measure how these factors shape novices' math instruction. The work will contribute to understanding factors that influence beginning elementary teachers learning in the early stages of their careers.This study will advance knowledge and understanding of STEM learning environments by examining how novice elementary teachers' math instruction is influenced by the knowledge sharing, behavior, and expectations of others. A key issue in the improvement of mathematics education is the support beginning elementary teachers of mathematics, particularly as the number of beginning teachers increases at all grade levels. This project, funded in the Research on Education and Learning program, will study 200 novice elementary teachers and their support networks in schools in three Midwestern states, using innovative research methods in social networking to understand the relationships among teacher knowledge, teaching practice, and the influence of their peers and administrators on the novice teachers' future teaching practice. It is important for districts to organize human capital and professional development in ways that strongly support these novice elementary teachers in teaching mathematics for increased student achievement. The results of the study will provide recommendations for when schools and districts should provide induction and professional development programs for novice teachers related to their mathematical knowledge for teaching and how they can help novices respond to possible conflicts among school-based norms, curricular standards, teacher evaluation instruments, and external professional development.

本研究试图通过新教师的社交网络来确定其数学教学的影响机制。研究人员将收集调查，教案，课堂观察，教师任务和学生工作样本，来自三个州的200名教师，他们在标准和州评估方面有不同的背景。本研究将运用社会网络分析框架，以教学质量评估为基础，通过测量新手教师的数学教学知识、目标数学教学和新手教师的社会网络特征以及他们之间的互动，对新手教师未来的目标数学教学进行建模。定性分析将用于支持模型的结果。本研究采用跨学科的方法，整合了认知成分（侧重于教师的知识）和社会学成分（侧重于教师的社会背景），以了解新手的规划和制定雄心勃勃的数学教学。还没有大规模的研究使用这种方法来衡量这些因素如何影响新手的数学教学。这项研究将有助于理解影响初任小学教师在职业生涯早期学习的因素。本研究将通过研究初任小学教师的数学教学如何受到知识共享、行为和他人期望的影响，促进对STEM学习环境的认识和理解。改进数学教育的一个关键问题是支持初级数学教师，特别是随着各级初级教师人数的增加。 本研究由教育与学习研究计划资助，将研究美国中西部三个州的200名小学新教师及其支持网络，利用社会网络中的创新研究方法，了解教师知识、教学实践之间的关系，以及他们的同伴和管理者对新教师未来教学实践的影响。重要的是，地区组织人力资本和专业发展的方式，大力支持这些新手小学教师在数学教学，提高学生的成绩。 研究结果将提供建议，当学校和地区应提供入门和专业发展计划的新手教师有关他们的数学知识的教学，以及他们如何可以帮助新手应对校本规范，课程标准，教师评价工具，和外部的专业发展之间可能发生的冲突。