An Efficacy Study of the Learning and Teaching Geometry Professional Development Materials: Examining Impact and Context-Based Adaptations

几何专业发展材料学与教的有效性研究：检查影响和基于情境的适应

• 批准号: 1503399
• 负责人: Jennifer Jacobs
• 金额: $ 280.83万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503399&HistoricalAwards=false
• 关键词: Efficacy; Study; Learning; Teaching; Geometry

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. There are few examples of research that demonstrates causal impacts of professional development on teachers' knowledge and practice and student learning. This study will examine the impact of the Learning and Teaching Geometry (LTG) professional development for secondary mathematics teachers on the teachers' knowledge and classroom instruction, as well as on their students' learning. As the nation invests vast resources in the professional development of teachers to meet new curriculum and instruction challenges, exploring the efficacy of professional development is important to understand how best to direct those resources. Using a cluster randomized design, the project will sample from 132 teachers (66 per condition) from 28 middle and high schools to participate in a 2-year implementation of the LTG professional development, facilitated by highly trained facilitators to study the efficacy of the materials. The project will monitor the fiedity of implementation of the LTG using a professional development session logging tool and Facilitator Interview Protocol. Outcome measures include measures of teacher knowledge, teaching practice, and student learning of geometry. Analyses will include two- and three-level hierarchical linear models to estimate the effects of participation in the LTG professional development and growth over time.

探索研究K-12计划(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K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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努力的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。很少有研究表明专业发展对教师的知识和实践以及学生的学习产生因果影响。本研究将探讨中学数学教师学与教几何(LTG)专业发展对教师知识、课堂教学以及学生学习的影响。随着国家在教师专业发展上投入大量资源，以应对新课程和教学挑战，探索专业发展的功效对于理解如何最好地引导这些资源非常重要。采用整群随机设计，该项目将从28所初中和高中的132名教师(每种情况下66名)中抽取样本，参与为期两年的LTG专业发展的实施，并由训练有素的辅导员协助研究材料的有效性。该项目将使用专业发展会议记录工具和主持人面谈协议监测LTG的执行情况。结果测量包括教师知识测量、教学实践测量和学生几何学习测量。分析将包括两级和三级分层线性模型，以估计参与LTG专业发展和随着时间的推移而成长的影响。