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

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途径是什么呢？BSCS科学学习和明尼苏达大学STEM教育项目区通过将有效的教师专业发展模式（实时面对面）与在线方法相结合，探索了这个问题。科学教师从课程分析中学习（STeLLA）专业发展计划的一个显著特征是它使用课堂教学视频和学生作业实例来促进教师的学习。熟练的辅导员指导教师分析和讨论其他教师的工作；然后，教师开始将他们所学到的分析技巧应用到自己的教学中。使STeLLA项目适应在线学习模式非常重要，因为它可以接触到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。为了进一步推广STeLLA的影响力，STeLLA的在线版本将吸引和准备教师领导，以支持他们的同龄人的参与和理解。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、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，为拟议的项目提供了理论和实证依据。在情境认知和认知学徒理论的指导下，本项目主要关注两个问题：STeLLA专业发展模式如何适应在线环境？参与在线模式是否显示出与科学教与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之间架起脚手架。该项目将分两个阶段展开。第一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，同时忠于传统STeLLA PD程序的设计原则。第二阶段采用准实验的方法来测试STeLLA Online对教师内容知识、教学内容知识、实践以及小学生科学成绩的影响。将比较STeLLA Online，面对面的STeLLA和传统的专业发展计划，只强调深化内容知识。该比较利用了由美国国家科学基金会资助的先前完成的STeLLA随机分组试验的数据。该奖项反映了美国国家科学基金会的法定使命，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。

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.