Collaborative Research: An impact study to examine the efficacy of a mathematics professional development program for elementary teachers

合作研究：一项影响研究，旨在检验小学教师数学专业发展计划的有效性

• 批准号: 1513155
• 负责人: Paola Sztajn
• 金额: $ 134.49万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1513155&HistoricalAwards=false
• 关键词: Collaborative; Research; impact; study; examine

The project will develop and research the impact of an expanded model for mathematics professional development (PD) for elementary second and third grade teachers. It builds on the NSF-funded project, All Included in Mathematics (AIM). The PD is designed for elementary teachers to learn and use successful mathematics discussion strategies shown to support student learning. This project will expand the framework by improving teacher access to resources with web-based tools, targeting a new target audience of teachers in PD, and researching the impact of Project AIM via analysis of student data. The project partnership between university faculty and mathematics curriculum leaders from school districts will develop the web-based professional development resources. The project is co-funded by three programs: ITEST, EHR Core Research and Cyberlearning. The EHR Core Research program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. This project will also advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments.The overarching goal of the project is to conduct an efficacy study to understand how a professional development program, targeting elementary math teachers, can be used with web-based facilitator support and less support from the original research and development team. The research questions ask about the extent to which teachers who did not work with the prior project can implement the new Project AIM materials with fidelity. The research will also investigate the impact of the professional development on teachers' knowledge, beliefs and mathematics teaching. Finally, the study is also examining the impact on students' participation in mathematics discussions and content learning with particular attention to English Language Learner students. The study is an experimental design in which school teams are randomly assigned to the initial treatment or delayed treatment conditions. Data will be collected to understand the efficacy of the intervention and will include facilitator implementation logs, measures of teacher knowledge, classroom artifacts, classroom observations, student discourse observation and student achievement data.

该项目将开发和研究扩展模型对小学二年级和三年级教师数学专业发展（PD）的影响。它建立在 NSF 资助的项目 All Included in Mathematics (AIM) 的基础上。该 PD 专为小学教师设计，旨在帮助他们学习和使用成功的数学讨论策略来支持学生的学习。该项目将通过基于网络的工具改善教师对资源的访问，瞄准 PD 教师的新目标受众，并通过分析学生数据来研究 AIM 项目的影响，从而扩展该框架。大学教师和学区数学课程负责人之间的项目合作伙伴关系将开发基于网络的专业发展资源。该项目由三个项目共同资助：ITEST、EHR 核心研究和网络学习。 EHR 核心研究计划强调基础 STEM 教育研究，产生该领域的基础知识。 投资针对重要、广泛和持久的关键领域：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。该项目还将推进学生和教师创新技术体验 (ITEST) 计划的工作，以更好地理解和推广提高学生在科学、技术、工程或数学 (STEM) 领域追求职业的动力和能力的实践。网络学习和未来学习技术计划资助的工作将有助于设想下一代学习技术，并增进我们对人们如何在技术丰富的环境中学习的了解。该项目的总体目标是进行功效研究，以了解如何在基于网络的辅导员支持和较少的原始研发团队支持的情况下使用针对小学数学教师的专业发展计划。研究问题询问未参与过先前项目的教师能够在多大程度上保真地实施新的 Project AIM 材料。该研究还将调查专业发展对教师知识、信仰和数学教学的影响。最后，该研究还探讨了对学生参与数学讨论和内容学习的影响，特别关注英语学习者学生。该研究是一项实验设计，学校团队被随机分配到初始治疗或延迟治疗条件。将收集数据以了解干预的效果，数据包括辅导员实施日志、教师知识测量、课堂制品、课堂观察、学生话语观察和学生成绩数据。