A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding

建立伙伴关系，以适应、实施和研究专业学习模式并建设学区能力，以改善科学教学和学生理解

• 批准号: 1720894
• 负责人: Emily Weiss
• 金额: $ 156.75万
• 依托单位: University of California-Berkeley
• 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: 2017-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720894&HistoricalAwards=false
• 关键词: Partnership; Adapt; Implement; Study; Professional

The Lawrence Hall of Science (the Hall) and Stanford University teams have previously developed and tested the efficacy of a program of Professional Learning (PL) which is focused on improving teachers' ability to support students' ability to engage in scientific argumentation. Key components of the PL model include a week-long summer institute and follow-up sessions during the academic year that incorporate additional pedagogical input, video reflection, and planning time. In this project, the Hall and Stanford are working in partnership with the Santa Clara Unified School District (SCUSD) to adapt the PL model based on the District's objectives and constraints, to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. This will enable the District to continue to adapt and implement the program independently at the conclusion of the project. Concurrently, the project is studying the adaptability of the PL model and the effectiveness of its implementation, and is developing guidelines and tools for other districts to use in adapting and implementing the PL model in their local contexts. Thus, this project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.This project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices, with a particular focus on engaging students in argument from evidence. Results from the Hall and Stanford's previous research project indicate that the PL model is effective at significantly improving teachers' and students' classroom discourse practices. These findings suggest that a version of the model, adapted to the context and needs of a different school district, has the potential to improve the teaching of science to meet the demands of the current vision of science education. Using a Design-Based Implementation Research approach, this project is (i) working with SCUSD to adapt the PL model; (ii) preparing a district project coordinator and cadre of local teacher leaders (TLs) to implement and further adapt the model; and (iii) studying the adaptation and implementation of the model. The outcomes will be: a) a scalable PL model that can be continually adapted to the objectives and constraints of a district; b) a set of activities and resources for the district to prepare and support the science teacher leaders who will implement the adapted PL program internally with other teachers; and c) knowledge about the adaptations and resources needed for the PL model to be implemented independently by other school districts. The team also is researching the impact of the program on classroom practices and student learning.

劳伦斯科学厅（霍尔）和斯坦福大学团队以前已经开发并测试了专业学习计划（PL）的功效，该计划的重点是提高教师支持学生参与科学论证的能力。 PL模型的关键组成部分包括一个为期一周的夏季研究所和学年的后续课程，其中包含其他教学意见，视频反思和计划时间。在这个项目中，大厅和斯坦福大学正在与圣克拉拉联合学区（SCUSD）合作，根据该地区的目标和约束来调整PL模型，以建立教师领导者的能力和计划协调员，以实施改编的PL计划。这将使该地区能够在项目结束时继续独立适应和实施该计划。同时，该项目正在研究PL模型的适应性及其实施的有效性，并正在为其他地区开发指南和工具，以在其本地环境中适应和实施PL模型。因此，该项目正在促进有关如何在地区领导科学领导专业学习能力的知识，以解决新的教学标准，并响应其当地环境的需求。该项目正在研究PL模型的可持续性和可扩展性，以支持教师教师教学知识知识和教学实践的发展，并特别关注学生参与证据的学生。大厅和斯坦福大学以前的研究项目的结果表明，PL模型可有效地改善教师和学生的课堂话语实践。这些发现表明，该模型的一个版本适合不同学区的背景和需求，有可能改善科学教学，以满足当前科学教育愿景的需求。使用基于设计的实施研究方法，该项目是（i）与SCUSD合作以适应PL模型； （ii）准备当地教师领导者（TLS）的地区项目协调员和干部，以实施并进一步适应该模型； （iii）研究模型的适应和实施。结果将是：a）可扩展的PL模型，该模型可以不断地适应一个地区的目标和约束； b）该地区的一系列活动和资源，以准备和支持科学老师的领导者，他们将与其他教师内部实施改编的PL计划； c）有关PL模型所​​需的适应和资源的知识，该模型由其他学区独立实施。该团队还正在研究该计划对课堂实践和学生学习的影响。

项目成果

Mise en œuvre d'un dispositif d'apprentissage professionnel pour accompagner des enseignants à soutenir l'argumentation scientifique d’élèves de primaire

为科学顾问提供专业学徒配置和初级科学论证的方法

• 发表时间: 2021
• 期刊: Canada.
• 作者: Delhaye, C.

Changes in elementary teachers’ perceptions and facilitation of argumentation throughout year-long participation in professional learning

小学教师在参与专业学习的一年中观念发生变化并促进论证

• 发表时间: 2021
• 期刊: United States
• 作者: Wilsey, M.

An investigation of teacher professional learning that resulted in significant shifts in practice

对教师专业学习的调查导致实践发生重大转变

• 发表时间: 2021
• 期刊: Sweden
• 作者: Wilsey, M.

Defining the Role of Evaluators in Research-Practice Partnerships (RPPs).

定义评估员在研究实践伙伴关系（RPP）中的角色。

• 发表时间: 2020
• 期刊: 2020 Annual Meeting of the American Evaluation Association (AEA
• 作者: Allan, S. &

Towards improving science discussions: a framework to guide instructional decision making

改善科学讨论：指导教学决策的框架

• 发表时间: 2021
• 期刊: United States
• 作者: Osborne, J. &