Translating a Video-based Model of Teacher Professional Development to an Online Environment

将基于视频的教师专业发展模型转化为在线环境

• 批准号: 1813127
• 负责人: Molly Stuhlsatz
• 金额: $ 176.69万
• 依托单位: BSCS Science Learning
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813127&HistoricalAwards=false
• 关键词: Translating; Video; based; Model; Teacher

Improving the quality of teaching is essential to improving student outcomes. But what are the most effective ways to support teachers' professional development? BSCS Science Learning and the University of Minnesota STEM Education Program Area explore this question by adapting an effective teacher professional development model -- that meets face-to-face in real-time -- to an online approach. A defining feature of the Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development program is its use of videos of classroom instruction and examples of student work to promote teacher learning. Skilled facilitators guide teachers' analysis and discussion of other teachers' work; then, teachers begin to apply the analytical techniques they have learned to their own teaching. Adapting the STeLLA program to an online learning model is important because it can reach a broader and more diverse audience such as teachers working in rural school districts and underserved communities. To further promote the reach of STeLLA, the online version of STeLLA will engage and prepare teacher leaders to support their peers' engagement and understanding. 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 (RMTs). 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. Guided by theories of situated cognition and cognitive apprenticeship this project focuses on two questions: How can the STeLLA professional development model be adapted to an online environment? and Does participation in the online model show meaningful teacher and student outcomes related to science teaching and learning? Challenges related to adaptation include understanding the duration and intensity of teacher engagement, the quality of their science content learning experiences, and how teacher learning is scaffolded across the online and traditional model. The project will unfold in two phases. Phase 1 uses a design-based research approach to rapidly enact, test, and revise online program components while remaining true to the design principles underlying the traditional STeLLA PD program. Phase 2 uses a quasi-experimental approach to test STeLLA Online's influence on teacher content knowledge, pedagogical content knowledge, practice and on upper elementary student science achievement. Comparisons will be made between STeLLA Online, face-to-face STeLLA, and a traditional professional development program that emphasizes deepening content knowledge only. This comparison leverages data from a previously-completed cluster randomized trial of STeLLA funded by the NSF.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

提高教学质量对提高学生成绩至关重要。但是，支持教师专业发展的最有效方法是什么？ BSCS科学学习和明尼苏达大学STEM教育计划区通过调整有效的教师专业发展模式（实时面对面）来探索这个问题。科学教师从课程分析中学习（STeLLA）专业发展计划的一个定义性特征是使用课堂教学视频和学生工作的例子来促进教师学习。熟练的引导者引导教师分析和讨论其他教师的工作;然后，教师开始将他们学到的分析技术应用到自己的教学中。使STeLLA计划适应在线学习模式非常重要，因为它可以覆盖更广泛和更多样化的受众，例如在农村学区和服务不足社区工作的教师。为了进一步促进STeLLA的覆盖面，STeLLA的在线版本将参与并准备教师领导人，以支持他们的同龄人的参与和理解。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，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，这些研究和开发工作为拟议项目提供了理论和经验依据。在情境认知和认知学徒理论的指导下，该项目重点关注两个问题：如何使STeLLA专业发展模式适应在线环境？参与在线模型是否显示出与科学教学相关的有意义的教师和学生成果？与适应相关的挑战包括了解教师参与的持续时间和强度，他们的科学内容学习体验的质量，以及教师学习如何在在线和传统模式中搭建支架。该项目将分两个阶段展开。第1阶段采用基于设计的研究方法，快速制定，测试和修改在线程序组件，同时保持对传统STELLA PD程序的设计原则的真实性。第二阶段采用准实验的方法来测试STELLA在线的教师内容知识，教学内容知识，实践和上小学学生的科学成绩的影响。将比较STELLA在线，面对面STELLA，和传统的专业发展计划，强调深化内容知识。这项比较利用了由NSF资助的STeLLA先前完成的群集随机试验的数据。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Design Decisions in Translating Face-to-Face Video-Based Elementary Science Professional Development to an Online Environment

将面对面视频基础科学专业发展转化为在线环境的设计决策

• 发表时间: 2021
• 期刊: Annual meeting program American Educational Research Association
• 作者: Kowalski, S. M.;Belcastro, A.;Hvidsten, C.;Constantine, A.;Faruqi, F.;Askinas, K.;De Vaul, R.;Snowden, J.;Roehrig, G.
• 通讯作者: Roehrig, G.

Translating and Scaling a Face-to-Face, Video-Based Elementary Science PD Program to an Online Environment

将面对面的、基于视频的基础科学 PD 项目转化为在线环境

• 发表时间: 2021
• 期刊: Annual Meeting of the NARST International Conference
• 作者: Kowalski, S.;Belcastro, A.;Hvidsten, C.;Constantine, A.;Faruqi, F.;Askinas, K.;De Vaul, R.;Roehrig, G.
• 通讯作者: Roehrig, G.

Online Professional Development for Elementary Science Teachers

基础科学教师在线专业发展

• 发表时间: 2021
• 期刊: Association for Science Teacher Education
• 作者: Roehrig, G.;Constantine, A.;Faruqi, F.;Belcastro, A.;Hvidsten, C.;Askinas, K.;DeVaul, R.;& Kowalski, S. M.
• 通讯作者: & Kowalski, S. M.

Impact of Video-Based Analysis-of-Practice Professional Learning: Comparing Online and Face-to-face Models

基于视频的实践分析专业学习的影响：比较在线和面对面模型

• 发表时间: 2022
• 期刊: Annual Meeting for the Society for Research on Educational Effectiveness
• 作者: Kowalski, S. M.;Belcastro, A.;Hvidsten, C.;Ollison, G.;Askinas, K.;De Vaul, R.;Roehrig, G.
• 通讯作者: Roehrig, G.