Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts

农村中年级数学教师同步在线专业学习体验

• 批准号: 1620911
• 负责人: Jeffrey Choppin
• 金额: $ 282.21万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1620911&HistoricalAwards=false
• 关键词: Synchronous; Online; Professional; Learning; Experiences

All teachers need access to high quality professional development in order to meet the needs of students and teach mathematics as outlined in college and career-ready standards. Online professional development has the potential to expand access to under-resourced areas, including urban districts, and teachers who wish to participate in communities of inquiry but do not have local access to such communities. Building on research on effective face-to-face professional development, including research from the emerging fields of content-focused coaching and video coaching, this project will design and study professional development for middle grades mathematics teachers in rural communities. As schools turn to digital learning contexts, it is inevitable that professional development will follow a similar trend. It is imperative to have research-based models that demonstrate how the features of high-quality face-to-face professional development can be matched or augmented in online contexts. The study has the potential to contribute to research on professional development, especially in the growing areas of online professional development and coaching, and will build from and contribute to the literature on the impact of multiple modalities and synchronicities in online contexts. The project will address the critical need for models of professional development for teachers in rural areas, which has a limited research base. This project is funded by the Discovery Research PreK-12 (DRK-12) Program. The DRK-12 program supports research and development on STEM education innovations and approaches to teaching, learning, and assessment. The project will develop and implement an innovative online mathematics professional development model designed to provide growth opportunities for teachers in rural districts who normally lack access to such opportunities. The study will take place in two geographically disparate locations in order to research the effectiveness of the model across contexts and to explore the resources and constraints involved in scaling up the model. The project will focus on developing teacher capacity to enact ambitious, responsive instruction aligned with the Common Core State Standards for Mathematics (CCSSM), and thus will be sustained, interactive, and of sufficient duration to help teachers transform their practices. In the design of the professional development, the project will leverage features of emerging technologies that are multimodal and involve a mix of synchronous/ asynchronous communication. The most innovative feature is the online video coaching in which a teacher and coach separately will view and notate video of the teacher's enactment of a collaboratively planned lesson as a precursor to the online post-lesson debriefing. Building from design-based research principles, the project will incorporate iterative cycles of data collection, analysis, reflection, and revision that will explore the effectiveness of the model and inform revisions.

所有教师都需要获得高质量的专业发展，以满足学生的需要，并按照大学和职业准备标准的要求教授数学。在线专业发展有可能扩大进入资源不足地区的机会，包括市区，以及那些希望参加调查社区但无法在当地进入这种社区的教师。基于对有效的面对面专业发展的研究，包括来自注重内容的辅导和视频辅导等新兴领域的研究，该项目将设计和研究农村社区中等年级数学教师的专业发展。随着学校转向数字化学习环境，专业发展不可避免地将遵循类似的趋势。必须建立以研究为基础的模型，展示如何在在线环境中匹配或增强高质量面对面专业发展的特点。这项研究有可能促进关于专业发展的研究，特别是在日益增长的在线专业发展和辅导领域，并将以关于在线环境中多种模式和同步性的影响的文献为基础，并对其作出贡献。该项目将解决农村地区对教师专业发展模式的迫切需求，农村地区的研究基础有限。该项目由探索研究PreK-12(DRK-12)计划资助。DRK-12计划支持STEM教育创新以及教、学和评估方法的研究和开发。该项目将开发和实施一种创新的在线数学专业发展模式，旨在为农村地区通常无法获得这种机会的教师提供成长机会。这项研究将在两个地理位置不同的地点进行，以研究该模式在不同背景下的有效性，并探索扩大该模式所涉及的资源和制约因素。该项目将侧重于发展教师的能力，以制定符合共同核心国家数学标准(CCSSM)的雄心勃勃、反应迅速的教学，从而具有持续性、互动性和足够的持续时间，以帮助教师转变他们的做法。在专业开发的设计中，该项目将利用新兴技术的功能，这些技术是多模式的，涉及同步/异步通信的混合。最具创新性的功能是在线视频辅导，教师和教练将分别观看并记录教师合作计划的课程的视频，作为在线课后汇报的前奏。该项目以基于设计的研究原则为基础，将纳入数据收集、分析、反思和修订的迭代周期，以探索模型的有效性并为修订提供信息。