Collaborative Research: Developing Leaders, Transforming Practice in K-5 Mathematics: An Examination of Models for Elementary Mathematics Specialists

关于对高质量数学教学的各种支持的影响，以及对初等数学专家(EMSS)的开发和使用对学生成绩的指导，进行了最不严格的研究。波特兰公立学校、波特兰州立大学和RMC研究公司将研究发展型领导者转型实践(DLTP)干预，旨在改善教师的教学实践，提高学生对数学的理解和成绩。项目组将通过测试4种实施模式来评估EMSS的有效性和使用情况，这些模式考虑了EMSS融入学校的各种方式。DLTP建立在EMS研究的基础上，通过阐述4个模型并检验它们对学生和教师学习的有效性，调查了作为小学数学教师和教练员的EMSS。这项研究有可能在PPS之内和之外提供好处，因为它为EMSS的准备和使用提供了信息。确定哪种模型在某些情况下是最好的，这为扩展数学支持提供了一个重点。DLTP通过严格的准实验设计考察了教师PD对学生成绩的影响，从而加强了研究基础。项目目标将通过解决四个研究问题来实现：1)干预对教师领导力的影响；2)干预对教师使用研究型教学实践的影响？3)干预对学校维持教师持续专业学习的能力的影响？4)干预对学生数学成绩的影响？PPS的12所小学将选择小学教师参与DLTP，并采用从直接到与学生扩散互动的实施模式：小学数学教师、年级级教练、年级级和建筑级教练或建筑级教练。研究团队将进行4项主要研究，包括严格的准实验设计和多方法方法来解决研究问题：领导力研究、教学实践研究、学校研究和学生成就研究。该项目将创建几个工具-一个旨在衡量EMS数学领导力因该项目而发生变化的领导力标准，以及一个由5个部分组成的教师调查，旨在捕获EMS领导力技能、PCK、基于研究的实践的使用、数学学习的学校氛围以及实施问题。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Minimal rigorous research has been conducted on the effect of various supports for quality mathematics instruction and providing guidance on the development and use of Elementary Mathematics Specialists (EMSs) on student achievement. Portland Public Schools, Portland State University, and RMC Research Corporation will study the Developing Leaders Transforming Practice (DLTP) intervention, which aims to improve teachers' instructional practices, increase student mathematics understanding and achievement. The project team will evaluate the efficacy and use of EMSs by testing 4 implementation models that consider the various ways EMSs are integrated into schools. DLTP builds on EMS research, investigating EMSs both as elementary mathematics teachers and coaches by articulating 4 models and examining their efficacy for both student and teacher learning. This study has the potential to provide benefits both within and beyond PPS as it informs the preparation and use of EMSs. Determining which model is best in certain contexts provides a focus for the expansion of mathematics support. DLTP enhances the research base by examining the effect of teacher PD on student achievement through a rigorous quasi-experimental design. The project goals will be met by addressing 4 research questions: 1) What is the effect of the intervention on teacher leadership?; 2) What is the effect of the intervention on teachers' use of research-based instructional practices?; 3) What is the effect of the intervention on a school's ability to sustain ongoing professional learning for teachers?; and 4) What is the effect of the intervention on student mathematics achievement? Twelve elementary schools in PPS will select elementary teachers to participate in the DLTP and adopt an implementation model that ranges from direct to diffuse engagement with students: elementary mathematics teacher, grade level coach, grade-level and building-level coach, or building-level coach. The research team will conduct 4 major studies that include rigorous quasi-experimental designs and a multimethod approach to address the research questions: leadership study, instructional practices study, school study, and student achievement study. Several tools will be created by the project - a leadership rubric designed to measure changes in EMS mathematics leadership because of the project and a 5-part teacher survey designed capture EMS leadership skills, PCK, use of research-based practices, and school climate for mathematics learning as well as implementation issues.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.