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

关于各种支持对高质量数学教学的影响，以及为小学数学专家（EMSs）的发展和使用提供指导，对学生成绩的影响，已经进行了很少的严格研究。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领导者转化实践（DLTP）干预，旨在改善教师的教学实践，提高学生的数学理解和成就。项目团队将通过测试4种实施模式来评估电子管理系统的有效性和使用情况，这些模式考虑了电子管理系统融入学校的各种方式。DLTP建立在EMS研究的基础上，通过阐明模型并检查他们对学生和教师学习的有效性，调查EMS作为小学数学教师和教练的情况。这项研究有可能在PPS内外提供益处，因为它为ems的制备和使用提供了信息。确定哪种模型在特定环境下是最好的，为扩展数学支持提供了一个重点。DLTP通过严谨的准实验设计，考察教师自我发展对学生学习成绩的影响，增强了研究基础。通过解决4个研究问题来实现项目目标：1)干预对教师领导的影响是什么？2)干预对教师使用研究性教学实践的影响是什么？3)干预对学校维持教师持续专业学习的能力有何影响？4)干预对学生数学成绩的影响是什么？PPS的12所小学将选择小学教师参与DLTP，并采用与学生直接或分散参与的实施模式：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。研究团队将进行四项主要研究，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——一个领导力指标，旨在衡量由于该项目而导致的EMS数学领导力的变化；一个由五部分组成的教师调查，旨在捕捉EMS领导技能、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。

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.