Collaborative Research: Overcoming Obstacles to Scaling-Up with a Cyberlearning Professional Development Model

《是时候了》的出版商与科罗拉多大学博尔德分校合作，开发并测试了一种网络学习专业发展模式，该模式建立在丹佛与EarthComm成功实施的课程定制服务模式的基础上。网络学习系统通过基于项目的探究科学（PBIS）课程进行测试，这是一种经过验证的综合中学科学课程。在前两年，由教师输入和测试，开发了六个单元特定材料，课程实施网络研讨会，电子教师版和教师规划指导软件。在第三年，全国有40名中学教师使用网络学习系统。他们的学生的学习与其他专业发展的教师的学生进行比较。评估了网络学习系统的可扩展性、可负担性、灵活性和改变教师实践和学生学习的有效性。在最初的两年里，西施特德所做的人种学研究告诉该项目教师如何使用网络学习系统，以及哪些部分是最有效的。与此同时，WestEd还从出版商提供的传统专业发展教师那里收集学生学习和课堂实践的数据。同时，收集学生在教师接受传统专业发展的班级学习的数据。这些教师与第三年从事网络学习专业发展的教师形成匹配的对照组。他们的学生学习数据与教师从事网络学习专业发展的学生的学习数据进行了比较。这项研究由咨询委员会的三名成员进行评价，他们在研究方法、内容和扩大参与方面都有资历。以改革为基础的STEM课程的有效实施取决于以课程为基础、持续和良好发展的专业发展。传统的面对面的专业发展在后勤上限制了扩大到一个基础广泛的全国市场。该项目将产生一个经过测试的、有用的、负担得起的和有效的系统——在线系统，以支持教师实施科学课程改革，该系统将被《It’s About Time》的出版商使用，并将提供给其他人。在研究文献和实践文献中传播的成果可以转变改革科学资料出版商提供的专业发展。

It's About Time publishers in collaboration with the University of Colorado at Boulder develop and test a cyberlearning professional-development model that builds on the successful Curriculum Customization Service model implemented in Denver with EarthComm. The cyberlearning system is tested with the Project Based Inquiry Science (PBIS) curriculum - a proven comprehensive middle school science curriculum. In the first two years, six unit-specific materials, curriculum implementation webinars, electronic teacher editions, and teacher planning guide software are developed with teacher input and tested. In the third year, forty middle school teachers nationwide use the cyberlearning system. The learning of their students is compared to students of teachers who had other professional development. The cyberlearning system is evaluated for scalability, affordability, flexibility, and effectiveness for changing teacher practice and student learning. In the first two years ethnographic studies done by WestEd inform the project about how teachers use the cyberlearning system and which parts are most efficacious. At the same time WestEd collects data of student learning and classroom practice from teachers who have had traditional professional development offered by the publishers. At the same time, data are gathered about student learning in classes whose teachers receive traditional professional development. These teachers form a matched control group for the teachers engaged in cyberlearning professional development in the third year. Their student learning data are compared to the learning of students whose teachers are engaged in the cyberlearning professional development. The research is evaluated by three members of the Advisory Board who have credentials in research methodology, content and broadening participation. Effective implementation of reform-based STEM curricula depends upon curriculum-based, consistent and well developed professional development. Scaling-up to a broad-based national market is logistically constrained by traditional face-to-face professional development. The project will lead to a tested, useful, affordable, and effective system on-line system to support teacher implementation of reform science curricula that will be used by It's About Time publishers and will be available to others. The results disseminated in the research and practitioner literature can transform the professional development provided by publishers of reform science materials.