Science Teachers Learning from Lesson Analysis (STeLLA): High School Biology

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。本项目将开发并测试一种生物教师专业模式，通过对视频课程的分析，促进生物教师在实践中增加生物内容知识和教学内容知识。专业发展活动的内容将集中于稳定性和变化的横切概念，这些概念将生物学三个领域的核心思想联系起来：细胞生物学、遗传和进化。这些内容领域已经被证明对学生来说很难学习，对教师来说也很难教授。专业发展模式将包括：a)暑期学院，教师在那里获得生物学的新知识和技能，并学会分析视频课程；B)在学年期间教授项目开发课程的机会；c)学年期间的学习小组会议，参与的教师分析他们自己教学的视频片段。该项目将设计、开发和测试教师专业发展模型，该模型基于先前开发的方法，该方法已被证明对小学教师有效。假设新开发的计划将对高中生的科学成就产生积极影响，它将提高教师的科学内容知识和课堂实践，并且对学生结果的影响将在学生人口统计变量中是公平的。为了检验三个假设，该项目将采用一种准实验研究方法，在队列控制设计中，教师将作为他们自己的对照组。层次线性模型将用于区分教师内容知识和教学内容知识、学生人口统计变量和学校因素差异的影响。预计该项目将发现证据，表明所提出的生物教师专业发展方法有可能缩小学生群体之间的成就差距。

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. This project will develop and test a biology teacher professional model that employs analysis of videotaped lessons to promote increased biology content knowledge and pedagogical content knowledge among practicing biology teachers. The content of the professional development activities will focus on the crosscutting concepts of stability and change that link core ideas in three areas of biology: cell biology, heredity, and evolution. These are content areas that have been shown to be difficult for students to learn, and difficult for teachers to teach. The professional development model will include: a) a summer institute where teachers gain new knowledge and skills in biology and learn to analyze videotaped lessons; b) opportunities to teach project-developed lessons during the academic year; and c) study group sessions during the academic year where participating teachers analyze videoclips of their own teaching.The project will design, develop, and test a teacher professional development model that is based on a previously developed approach that has been shown to be effective among elementary school teachers. It is hypothesized that the newly developed program will have a positive impact on the science achievement of high school students, that it will improve teacher science content knowledge and classroom practice, and that the effects on student outcomes will be equitable across student demographic variables. To test thee hypotheses, the project will employ a quasi-experimental research approach in which teachers will serve as their own comparison groups in a cohort control design. Hierarchical linear modeling will be used to differentiate the effects of variances in teacher content knowledge and pedagogical content knowledge, student demographic variables, and school factors. It is anticipated that the project will find evidence that the proposed approach to biology teacher professional development has the potential to close the achievement gaps among student populations.