Collaborative Research: Attaining Excellence in Secondary Mathematics Clinical Experiences with a Lens on Equity

合作研究：以公平的视角获得卓越的中学数学临床经验

• 批准号: 1726362
• 负责人: Ruthmae Sears
• 金额: $ 37.37万
• 依托单位: University of South Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726362&HistoricalAwards=false
• 关键词: Collaborative; Research; Attaining; Excellence; Secondary

An aim of many mathematics teacher education programs is to produce teachers who can use teaching practices that enable all secondary students to reason with and make sense of mathematics. Clinical experiences enable teacher candidates to teach, observe other teachers, and collaborate with mentor teachers, thus applying what they learned from their coursework. In fact, clinical experiences have been cited as more influential on long-term teaching practices than coursework. This project will study how different types of clinical experiences affect preservice teachers' implementation of equitable teaching practices. A consortium of 24 universities and their school partners will conduct the study, setting the stage for evaluation of different clinical experiences across multiple institutions. Members of this consortium are already engaged in the Association of Public and Land-grant Universities' (APLU's) Mathematics Teacher Education Partnership (MTE-P). The MTE-P will use a networked improvement community (NIC) design to develop clinical experiences that build candidate teachers' skills in equitable teaching strategies, with the goal of increasing the success of secondary school students in meeting college- and career-ready standards in math. The project will design and study mechanisms to aid in the implementation of the following alternative models: 1) methods courses in which mentor teachers and teacher candidates experience common learning opportunities; 2) the paired placement model, in which two prospective teachers are paired with a single mentor teacher, allowing the mentor teacher to serve as coach and mentor for the two preservice teachers and the preservice teachers to give each other feedback and support; and 3) co-planning and co-teaching, which has been found to help teacher candidates gain greater pedagogical content knowledge and knowledge of students through collaboration and communication between teacher candidates and mentor teachers who work together to plan, implement, and assess instruction. Data will be collected to guide the continued improvement of the models following the NIC design and to determine the effectiveness of the different clinical models. The use of an NIC design will accelerate understanding of the alternative models for clinical experiences that promote candidates' craft of teaching and the capacity of mentors and university supervisors to support those experiences, as the models are refined using continuous improvement cycles. Testing the models across a range of institutions will increase understanding of adaptations needed to support local contexts. The three models will be disseminated to APLU's broader membership through MTE-P's national network of 90 universities and their K-12 partners who have the common goal of transforming secondary mathematics teacher preparation. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.

许多数学教师教育计划的目标是培养能够使用教学实践的教师，使所有中学生能够推理和理解数学。临床经验使教师候选人教，观察其他教师，并与导师教师合作，从而应用他们从他们的课程中学到的东西。事实上，临床经验被认为比课程作业对长期教学实践更有影响力。本研究将探讨不同类型的临床经验如何影响在职教师实施公平的教学实践。由24所大学及其学校合作伙伴组成的联盟将进行这项研究，为评估多个机构的不同临床经验奠定基础。 该联盟的成员已经参与了公立和赠地大学协会（APLU）的数学教师教育伙伴关系（MTE-P）。 MTE-P将使用网络改进社区（NIC）设计来开发临床经验，建立候选教师在公平教学策略方面的技能，目标是提高中学生在满足大学和职业准备标准方面的成功。该项目将设计和研究有助于实施以下替代模式的机制：1）方法课程，其中指导教师和教师候选人体验共同的学习机会; 2）配对安置模式，即两名准教师与一名指导教师配对，允许指导教师充当两个副教师的教练和指导者，并且副教师相互给予反馈，支持;（3）共同规划和共同教学，通过教师候选人和指导教师之间的合作和沟通，共同规划、实施和评估教学，帮助教师候选人获得更多的教学内容知识和学生知识。将收集数据以指导NIC设计后模型的持续改进，并确定不同临床模型的有效性。NIC设计的使用将加速对临床经验替代模型的理解，这些模型将促进候选人的教学技能以及导师和大学主管支持这些经验的能力，因为这些模型将使用持续改进周期进行改进。在一系列机构中测试这些模型将增加对支持当地情况所需的适应措施的理解。这三个模型将通过MTE-P的90所大学及其K-12合作伙伴的全国网络传播给APLU更广泛的成员，这些大学及其K-12合作伙伴的共同目标是改变中学数学教师的准备。罗伯特·诺伊斯教师奖学金计划为该项目提供共同资助，以表彰其与诺伊斯努力的更广泛的教师准备目标保持一致。