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: 1720930
• 负责人: Hilda Borko
• 金额: $ 143.22万
• 依托单位: Stanford University
• 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=1720930&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.

劳伦斯科学馆（The Hall）和斯坦福大学团队此前开发并测试了专业学习（PL）计划的有效性，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 模式的关键组成部分包括为期一周的暑期学院和学年期间的后续课程，其中包括额外的教学投入、视频反思和规划时间。在该项目中，霍尔大学和斯坦福大学正在与圣克拉拉联合学区 (SCUSD) 合作，根据学区的目标和限制调整 PL 模型，以培养教师领导和项目协调员实施调整后的 PL 项目的能力。这将使该区能够在项目结束时继续独立调整和实施该计划。同时，该项目正在研究 PL 模型的适应性及其实施的有效性，并正在开发指导方针和工具，供其他地区在当地情况下调整和实施 PL 模型时使用。因此，该项目正在贡献有关如何建设各地区能力以领导科学专业学习的知识，以适应新的教学和学习标准，并响应当地环境的需求。该项目正在研究 PL 模型的可持续性和可扩展性，该模型支持教师教学内容知识和教学实践的发展，特别注重让学生参与证据论证。 Hall 和斯坦福大学之前的研究项目的结果表明，PL 模型可以有效地显着改善教师和学生的课堂话语实践。这些发现表明，适应不同学区的背景和需求的模型版本有可能改善科学教学，以满足当前科学教育愿景的要求。该项目采用基于设计的实施研究方法， (i) 与 SCUSD 合作调整 PL 模型； (ii) 准备一名地区项目协调员和当地教师领导干部 (TL) 来实施和进一步调整该模式； (iii) 研究模型的适应性和实施。结果将是： a) 一个可扩展的 PL 模型，可以不断适应学区的目标和限制； b) 为学区准备和支持科学教师领导者的一系列活动和资源，他们将与其他教师在内部实施经过调整的 PL 计划； c) 了解其他学区独立实施 PL 模式所需的调整和资源。该团队还在研究该计划对课堂实践和学生学习的影响。