Moving beyond Subject Matter Knowledge: Assessing Elementary Teachers? Content Knowledge for Teaching Science

超越学科知识：评估小学教师？

• 批准号: 1445641
• 负责人: Jamie Mikeska
• 金额: $ 29.07万
• 依托单位: Educational Testing Service
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1445641&HistoricalAwards=false
• 关键词: Moving; beyond; Subject; Matter; Knowledge

The goal of this project is to develop a better understanding about the key design features important for developing valid and reliable assessments of Content Knowledge for Teaching (CKT) science. The science education professional development landscape is full of a variety of learning opportunities to enhance K-12 science teachers' abilities to effectively support their students' learning. However, the field is hampered by a lack of valid and reliable assessments of science teachers' knowledge that can be used for making decisions about which aspects of teachers' knowledge should be the focus of these professional learning opportunities. This project will provide an important step towards building consensus in the field about the most productive approaches for developing assessments of elementary teachers' knowledge in order to inform ongoing professional development efforts in science. This study is poised to support efforts to develop indicators that can be used to monitor and improve elementary science teachers' learning in both teacher preparation and professional development settings.The project is designed to build upon the robust evidentiary base for the importance of science teachers' practice-based knowledge, which suggests that it is important for the field to have measures that can assess not only teachers' subject matter knowledge, but also their knowledge about how to teach these subjects. This validation study concentrates on examining how two types of science measures -- practice-based CKT items and subject matter knowledge items -- assess distinct aspects of elementary teacher's knowledge and how these measures relate to other indicators of teachers' professional preparation and experience. This work directly addresses indicator 6 , teachers' science and mathematics content knowledge for teaching, of the National Research Council report Monitoring Progress Toward Successful K-12 Education: A Nation Advancing? The project will assess 150 grades 3-6 teachers with items developed to measure science CKT, followed by cognitive interviews of 24 of these teachers to explore the content validity of the items and explore the relationship among science CKT and other measures of teacher quality such as years of experience teaching, self-efficacy, and self-reported confidence in teaching particular concepts.

该项目的目标是更好地了解对开发有效和可靠的教学内容知识（CKT）科学评估至关重要的关键设计特征。科学教育专业发展前景充满了各种学习机会，以提高K-12科学教师的能力，有效地支持学生的学习。然而，该领域是阻碍了缺乏有效和可靠的评估科学教师的知识，可用于决策教师的知识的哪些方面应该是这些专业学习机会的重点。该项目将为在实地就制定小学教师知识评估的最有效方法达成共识迈出重要一步，以便为正在进行的科学专业发展工作提供信息。本研究旨在支持制定指标的努力，这些指标可用于监测和改善小学科学教师在教师准备和专业发展环境中的学习。本项目旨在建立在科学教师基于实践的知识的重要性的坚实证据基础之上，这表明，该领域的重要措施不仅可以评估教师的学科知识，而且还可以评估他们如何教授这些学科的知识。本验证研究集中在研究如何两种类型的科学措施-实践为基础的CKT项目和主题知识项目-评估小学教师的知识的不同方面，以及这些措施如何与教师的专业准备和经验的其他指标。这项工作直接涉及国家研究理事会报告《监测成功的K-12教育进展：一个国家在进步？该项目将评估150个等级3-6教师的项目开发来衡量科学CKT，其次是认知访谈的24名教师，探讨内容效度的项目，并探讨科学CKT和其他措施的教师质量，如多年的教学经验，自我效能感，自我报告的信心，在教学特定的概念之间的关系。