Doing the Math with Paraeducators: A Research and Development Project

与辅助教育工作者一起计算:研究与开发项目

基本信息

  • 批准号:
    1621151
  • 负责人:
  • 金额:
    $ 45万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2016
  • 资助国家:
    美国
  • 起止时间:
    2016-09-15 至 2021-08-31
  • 项目状态:
    已结题

项目摘要

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Over one million paraeducators (teaching assistants and volunteers) currently assist in classrooms, and another 100,000 are likely to be added in the next ten years. Paraeducators (paras) are often required to teach content, such as mathematics, but there are few efforts to provide them with the knowledge or supervision they need to be effective when working with a range of students, including those with disabilities and for whom English is a second language. The project will focus on developing the confidence, mathematical knowledge, and teaching strategies of paras using classroom activities that they are expected to implement. The planned professional development will enable them to make a greater difference in the classroom, but it will also increase their access to continuing education and workplace opportunities. The work will be conducted in the Boston Public Schools (BPS) and will focus on grades K-3, where the largest numbers of paras are employed. Given the importance of early math learning in predicting mathematical achievement, supporting paras who work in the early grades is particularly important. The project will design and pilot professional development that supports paraeducator knowledge development and addresses instructional challenges in teaching mathematics. The project will address the following goals: research the current roles of paras in mathematics instruction, the preparation of their collaborating teachers, and the opportunities for collaboration and planning between supervising teachers and paras in BPS; pilot, develop, implement, and research a model for professional development program for paras that targets specific activities they can implement that are key to student learning in number and operation in K-3; document how paras assume new roles that increase student engagement and empower them as mathematical learners; pilot, develop, implement, and research a supervisory component to help teachers set expectations, and structures for debriefing and reflecting along with their paras; and identify next steps for an early stage development study based on our findings. A needs assessment survey will investigate the context in which paras work. The iterative process of design-based research will develop, test, and implement the targeted professional development with paras, measuring how prepared they feel to implement new ideas and how they translate their learning into new pedagogical practices. Crosscase analyses, descriptive statistics, tallies and coded behaviors from observations, and themes from paras, and teacher and administrator interviews will be collected, coded, and analyzed. Furthermore, an efficacy survey will be administered periodically to document longitudinal changes in paras, which will be integrated in the crosscase analyses.
探索研究K-12项目(DRK-12)旨在通过研究和开发创新资源、模型和工具,显著提高pre -12学生和教师对科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上,为拟议的项目提供了理论和实证依据。目前有超过一百万的辅助教育工作者(教学助理和志愿者)在课堂上提供帮助,未来十年可能还会增加10万人。辅助教育工作者(para)通常需要教授数学等内容,但在与各种学生(包括残疾学生和英语为第二语言的学生)合作时,为他们提供有效所需的知识或监督的努力很少。该项目将侧重于通过课堂活动培养学生的自信心、数学知识和教学策略。规划的专业发展将使他们在课堂上发挥更大的作用,但也将增加他们接受继续教育和工作机会的机会。这项工作将在波士顿公立学校(BPS)进行,并将重点放在K-3年级,那里雇用的para人数最多。考虑到早期数学学习对预测数学成绩的重要性,支持在早期年级工作的para尤为重要。该项目将设计和试点专业发展,以支持辅助教育工作者的知识发展,并解决数学教学中的教学挑战。该项目将致力于以下目标:研究para在数学教学中的作用,他们的合作教师的准备,以及BPS中监督教师和para之间合作和规划的机会;试点,开发,实施和研究一个专业发展计划的模式,针对他们可以实施的特定活动,这些活动对学生在K-3的数字和操作学习至关重要;记录para如何承担新的角色,提高学生的参与度,并赋予他们作为数学学习者的能力;试点、发展、实施和研究一个监督组成部分,以帮助教师设定期望,并建立汇报和反思的结构。并根据我们的发现确定早期发展研究的下一步。一项需求评估调查将调查各段工作的背景。以设计为基础的研究的迭代过程将开发、测试和实施有针对性的专业发展,并测量他们对实施新想法的准备程度,以及他们如何将自己的学习转化为新的教学实践。将收集、编码和分析跨案例分析、描述性统计、计数和来自观察的编码行为、段落主题以及教师和管理人员访谈。此外,将定期进行功效调查,以记录段落的纵向变化,并将其纳入跨案例分析。

项目成果

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Judy Storeygard其他文献

Judy Storeygard的其他文献

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{{ truncateString('Judy Storeygard', 18)}}的其他基金

Doing the Math with Paraeducators: Enhancing and Expanding and Sustaining a Professional Development Model in PreK to Grade 3 Math Classrooms
与辅助教育工作者一起做数学:加强、扩展和维持学前班到三年级数学课堂的专业发展模式
  • 批准号:
    2101425
  • 财政年份:
    2021
  • 资助金额:
    $ 45万
  • 项目类别:
    Continuing Grant
RDE-DEI:Building an Inclusive Mathematics Community: Resources for Teachers
RDE-DEI:建立包容性的数学社区:教师资源
  • 批准号:
    0435017
  • 财政年份:
    2004
  • 资助金额:
    $ 45万
  • 项目类别:
    Standard Grant
Accessible Mathematics
无障碍数学
  • 批准号:
    0090070
  • 财政年份:
    2001
  • 资助金额:
    $ 45万
  • 项目类别:
    Continuing Grant

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