Collaborative Math: Creating Sustainable Excellence in Mathematics for Head Start Programs

该项目被提交给发现研究K-12(DRK-12)计划，该计划旨在通过研究和开发创新资源、模型和工具，显著提高K-12学前班学生和教师的科学、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。该项目将改编和研究一种有前途的、可复制的教师专业发展(PD)干预措施，称为协作数学(CM)，用于幼儿项目。CM内容将集中在学龄前数学中强调的九个主题，包括集合、数感、计数、数字运算、模式、测量、数据分析、空间关系和形状。这些概念是围绕早期数学中熟悉的大思想组织起来的，它们是适合发展的，是幼儿理解数学的基础。该项目解决了改善低收入儿童早期数学教学的迫切需要。作为多面手，学前班教师在职前培训中获得的数学知识通常比他们的高年级同事少，这降低了他们教授数学的有效性。为了满足教师PD的需求，该项目将通过使用完整的教师方法同时培养教师的教学知识、信心和课堂实践。同样，该项目将通过整个学校的方法让教师、教师助手和管理人员参与PD，研究表明，这比只涉及带头教师更有效。通过几个阶段的开发和研究，该项目将调查项目组成部分在增加教师知识和课堂实践、学生数学知识和整体实施方面的贡献。该项目将影响大约200名Head Start(HS)教师，使他们在项目期间为超过3,000名HS儿童提供高质量的早期数学体验。项目完成后，一系列经过良好测试的CM材料，如教材和教学视频，将广泛提供给早期数学PD使用。考察数学知识、态度和教师实践的评估工具也将可用。该项目建立在埃里克森研究所在早期数学PD和课程领域的研究和开发工作的基础上。在四年的时间里，项目开发和研究将分四个阶段实施：(1)调整现有的CM和研究措施，以适应HS的背景；(2)就保真度和主任、教师/助手和学生结果进行有限的实地研究，并研究一切照旧(BAU)对照组；(3)与第三阶段BAU组(在第二阶段提供基线)研究干预承诺的承诺；(4)测试第二年可持续性干预与第三阶段治疗组的能力。教师和学生的措施都是公布的，在幼儿教育中经常使用的措施，并将在全面实施之前进行试点和细化。该项目是Erikson、SRI和芝加哥Head Start计划之间的合作伙伴关系。项目研究和资源将广泛传播给政策制定者、研究人员和从业人员。

This project was submitted to the Discovery Research K-12 (DRK-12) program that 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. 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 project will adapt and study a promising and replicable teacher professional development (PD) intervention, called Collaborative Math (CM), for use in early childhood programs. CM content will focus on nine topics emphasized in preschool mathematics, including sets, number sense, counting, number operations, pattern, measurement, data analysis, spatial relationships, and shape. These concepts are organized around Big Ideas familiar in early math, are developmentally appropriate and foundational to a young child's understanding of mathematics. The project addresses the urgent need for improving early math instruction for low-income children. Prepared as generalists, preschool teachers typically acquire less math knowledge in pre-service training than their colleagues in upper grades, which reduces their effectiveness in teaching math. To address teacher PD needs, the project will simultaneously develop teacher content knowledge, confidence, and classroom practice by using a whole teacher approach. Likewise, the project will involve teachers, teacher aides, and administrators through a whole school approach in PD, which research has shown is more effective than involving only lead teachers. Through several phases of development and research, the project will investigate the contributions of project components on increases in teacher knowledge and classroom practices, student math knowledge, and overall implementation. The project will impact approximately 200 Head Start (HS) teaching staff, better preparing them to provide quality early math experiences to more than 3,000 HS children during the project period. Upon the completion of the project, a range of well-tested CM materials such as resource books and teaching videos will be widely available for early math PD use. Assessment tools that look at math knowledge, attitudes, and teacher practice will also be available. The project builds on Erikson Institute research and development work in fields of early math PD and curriculum. Over a 4-year span, project development and research will be implemented in 4 phases: (1) adapting the existing CM and research measures for HS context; (2) conducting a limited field study of revised CM in terms of fidelity and director, teacher/aide, and student outcomes, and study of business as usual (BAU) comparison groups; (3) a study of the promise of the intervention promise with the phase 3 BAU group (who offered baseline in phase 2) and (4) a test of the 2nd year sustainability intervention with phase 3 treatment group. The teacher and student measures are all published, frequently used measures in early childhood education and will be piloted and refined prior to full implementation. The project is a partnership between Erikson, SRI, and Chicago Head Start programs. Project research and resources will be widely disseminated to policy makers, researchers, and practitioners.