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的数学专业发展模型（PD）对小学和三年级教师的影响。它建立在NSF资助的项目的基础上，所有项目都包含在数学中（AIM）。 PD专为基础教师而设计，以学习和使用成功的数学讨论策略来支持学生学习。该项目将通过基于Web的工具来改善教师访问资源的访问，针对PD中的新目标受众，并通过分析学生数据来研究项目目标的影响，从而扩展框架。来自学区的大学教职员工与数学课程领导者之间的项目伙伴关系将开发基于网络的专业发展资源。该项目由三个计划共同资助：ITEST，EHR核心研究和网络学习。 EHR核心研究计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。 投资是在重要，广泛和持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。该项目还将促进学生和教师（ITEST）计划的创新技术经验的努力，以更好地理解和促进实践，从而提高学生的动力和能力，从而从事科学，技术，工程或数学（STEM）领域的职业。网络学习和未来的学习技术计划资金将有助于设想下一代学习技术并促进我们对人们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有效研究，以了解专业发展计划如何针对基于Web的基础数学教师，与基于Web的Fimititator Supporitator的支持和较少的基于基于Web的研究团队的支持，并从原始研究和开发团队中使用。研究问题询问了不与先前项目合作的教师在多大程度上可以以忠诚实施新项目的目标材料。该研究还将研究专业发展对教师知识，信念和数学教学的影响。最后，该研究还研究了学生参与数学讨论和内容学习的影响，并特别关注英语学习者学生。这项研究是一种实验设计，将学校团队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措施的功效，并包括促进者实施日志，教师知识的度量，课堂文物，课堂观察，学生话语观察和学生成就数据。