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

合作研究：培养领导者，转变 K-5 数学实践：初等数学专家模型检验

基本信息

批准号：
1906588
负责人：
Chandra Lewis
金额：
$ 74.76万
依托单位：
RMC Research Corporation, OR
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1906588&HistoricalAwards=false
关键词：
Collaborative Research Developing Leaders Transforming

项目摘要

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.

对各种支持的质量数学教学的影响进行了最少的严格研究，并就基础数学专家（EMS）的发展和使用对学生成就提供了指导。波特兰公立学校，波特兰州立大学和RMC Research Corporation将研究发展中的领导者转化实践（DLTP）干预措施，该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四种实施模型来评估EMS的功效和使用，这些模型考虑了EMS纳入学校的各种方式。 DLTP以EMS研究为基础，通过阐明4种模型并检查学生和教师学习的功效，研究EMS作为基础数学教师和教练。这项研究有可能为EMS的准备和使用而提供PPS内外的好处。确定哪种模型在某些情况下最适合扩展数学支持。 DLTP通过严格的准实验设计来检查教师PD对学生成就的影响，从而增强了研究基础。通过解决4个研究问题，将实现项目目标：1）干预对教师领导的影响是什么？ 2）干预对教师对基于研究的教学实践的使用有什么影响？ 3）干预对学校维持教师持续专业学习能力的能力有什么影响？ 4）干预对学生数学成就的影响是什么？ PPS中的十二所小学将选择小学教师参加DLTP，并采用一种实施模型，该模型从直接到与学生进行分散互动：基础数学老师，年级教练，成绩水平和建筑水平和建筑水平教练或建筑水平的教练。研究小组将进行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。该项目将创建几种工具 - 旨在衡量EMS数学领导力变化的领导力标语，并进行了5部分的教师调查设计了捕获EMS领导能力，PCK，PCK，基于研究的实践的使用以及用于数学学习的学校气候以及实施问题的学校气氛。该奖项反映了NSF的法定任务，并通过评估范围来审查范围的范围。