Study of STEM Professional Development Programs

这个快速项目将探索不同的专业发展计划如何影响教师教学。虽然对一个项目的研究是有用的，但它们并不能加深对教师教师学习的理解，这种学习可以通过对多种方法的比较研究来实现。这项拟议的研究更适合于发现影响教师学习和教学行为的因素，方法是检查乔治亚大学从2016年春季开始实施的四个不同专业发展计划中的教师学习。它将对这些(以及一个控制组)进行研究，并在教师教师实时和秋季实施他们所学的内容时，从结果的差异来衡量它们的影响。这四种方法代表了在全国范围内在大量大学中实施的方法。这个项目的优势是可以在同一个机构同时学习这四个方面。这将是一项混合的方法研究，在分析中将有定量和定性的成分。定性数据将在春季收集，并将包括采访、观察和与教学有关的人工制品。定量和定性数据将在秋季收集。定量数据将检查参加不同项目的教职员工和没有参加此类项目的教师的教学情况。定性数据将包括关于实施(或不实施)主动学习方法的访谈。

This RAPID project will explore how different professional development programs impact faculty instruction. While studies of one program are useful, they do not result in a deeper understanding of faculty instructors learning that can be achieved through comparative studies of multiple approaches. The proposed study is better situated to discover factors that influence faculty learning and teaching behavior by examining faculty learning in four different professional development programs that have been enacted at the University of Georgia beginning in the spring, 2016. It will study these (and a control group) and measure their impact from differences in outcomes as faculty instructors implement what they are learning in real time and in the fall. These four methods are representative of the approaches being implemented nationally across a large number of universities. This project has the advantage of studying all four at the same time at the same institution. This will be a mixed methods study, which will have quantitative and qualitative components that are mixed in the analysis. Qualitative data will be collected in the spring, and will consist of interviews, observations, and artifacts that pertain to instruction. Quantitative and qualitative data will be collected in the fall. Quantitative data will examine the teaching of faculty who participated in the different programs and a group that did not participate in such a program. Qualitative data will consist of interviews about the implementation (or not) of active learning approaches.