权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Collaborative Research: Community and Teacher Teams Investigate Equitable Noticing and Dispositions

合作研究：社区和教师团队调查公平的通知和处置

基本信息

批准号：
1661164
负责人：
Elizabeth van Es
金额：
$ 77.95万
依托单位：
University of California-Irvine
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-07-01 至 2022-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661164&HistoricalAwards=false
关键词：
Collaborative Research Community Teacher Teams

项目摘要

The project will examine how teachers can engage a broad range of learners in rigorous mathematical activity. A significant component of this work is designing and investigating a process of mathematics teachers' learning to attend to students' mathematical reasoning and participation in their learning. A particular focus of the work will be investigating how teachers' pay attention to student engagement in their classrooms from an equity perspective. The three goals of the project include exploring the relation between teachers' backgrounds, classroom noticing, and instruction; investigating a professional development model for teachers; and designing tools to support other mathematics teachers in learning to notice their students' strengths. The project will involve community leaders as participants in the professional development in order to relate student engagement in the mathematics classroom to students' communities and cultures. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.Teacher noticing is a central component of mathematics teaching. The study is situated in sociocultural theories of learning and development that connect patterns of noticing in the classroom to participation in social and cultural communities. The goal of the study is to extend this framework to noticing for equity in the mathematics classroom using a community-based design approach. The study includes three research questions. (1) What is the relation between the dispositions, noticing practices, and mathematics instruction of secondary mathematics teachers? (2) What activities, tools and frameworks support teachers in learning to notice for equity? (3) How can a community-based design model enhance the conceptualization of noticing for equity and the development of tools/frameworks for teacher learning? The project will include the design of a professional development for two cohorts of secondary teachers in collaboration with community leaders. The project will also develop tools for research that can be used in other projects that investigate teacher noticing for equity in mathematics. Data collected will include teacher interviews, video documentation of teacher and community leader interactions in professional development (including summer design charrettes), other documents and artifacts from the design of tools and resources, and other qualitative data. Multiple frameworks will be used for data analysis.

该项目将研究教师如何让广泛的学习者参与严格的数学活动。这项工作的一个重要组成部分是设计和调查数学教师的学习过程，以关注学生的数学推理和参与他们的学习。这项工作的一个特别重点将是调查教师如何从公平的角度关注学生在课堂上的参与。该项目的三个目标是：探索教师背景、课堂注意和教学之间的关系；教师专业发展模式的研究并设计工具来帮助其他数学老师学会注意学生的长处。该项目将让社区领袖作为专业发展的参与者，以便将学生在数学课堂上的参与与学生的社区和文化联系起来。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。教师注意是数学教学的核心组成部分。该研究立足于学习和发展的社会文化理论，将课堂上的注意模式与社会和文化社区的参与联系起来。本研究的目标是使用基于社区的设计方法将这一框架扩展到注意数学课堂中的公平性。本研究包括三个研究问题。(1)中学数学教师的性格、注意实践与数学教学之间的关系是什么？(2)哪些活动、工具和框架支持教师学习注意公平？(3)以社区为基础的设计模式如何加强公平注意的概念化和教师学习工具/框架的开发？该项目将包括与社区领袖合作，为两组中学教师设计专业发展课程。该项目还将开发研究工具，可用于其他调查教师注意数学公平的项目。收集的数据将包括教师访谈、教师和社区领袖在专业发展中互动的视频文件（包括夏季设计简报）、工具和资源设计的其他文件和工件，以及其他定性数据。数据分析将使用多个框架。

项目成果

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

“Bringing new things to light”: Examining a process of insight-driven teacher learning.

“揭示新事物”：检查洞察力驱动的教师学习过程。

DOI：
发表时间：
2022
期刊：
Proceedings of the 16th International Conference of the Learning Sciences
影响因子：
0
作者：
Rubin, E. B;van Es, E. A.
通讯作者：
van Es, E. A.

‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development

“暴露自己的能力”：以职业发展中的破裂、继承性对话和脆弱性为中心

DOI：
10.1080/19415257.2021.1891955
发表时间：
2021
期刊：
Professional Development in Education
影响因子：
2.1
作者：
Mendoza, Elizabeth;Hand, Victoria;van Es, Elizabeth A.;Hoos, Shannon;Frierson, Michelle
通讯作者：
Frierson, Michelle

The self as noticer: Supporting preservice teachers’ developing awareness.

作为观察者的自我：支持职前教师——培养意识。