Developing Organizational Capacity to Improve K-8 Mathematics Teaching and Learning

发展组织能力以改善 K-8 数学教学

• 批准号: 1907681
• 负责人: Alison Castro Superfine
• 金额: $ 473.04万
• 依托单位: University of Illinois at Chicago
• 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: 2019-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907681&HistoricalAwards=false
• 关键词: Developing; Organizational; Capacity; Improve; Mathematics

The Developing Organizational Capacity to Improve K-8 Mathematics Teaching and Learning is a 4-year Implementation and Improvement project. The project will develop and test a leadership model to improve K-8 mathematics teaching and learning by involving stakeholders across the K-8 spectrum. The project will support teachers, teacher leaders, and administrators in collectively identifying and addressing problems of practice in the teaching and learning of mathematics, and in turn develop plans to improve school and district organizational capacities to support stronger mathematics teaching. At the heart of the project is the Elementary Mathematics Leadership (EML) model, which is designed to improve stakeholder understandings of effective math teaching practices. The EML model involves collaboratively identifying classroom-based problems of practice with school and district personnel, designing and implementing professional development aligned with the problems of practice, and iterating those cycles of development, implementation, and revision to assess the model's effectiveness. The EML model operates at the teacher, school, and district level using a design-based implementation research approach. At the district level, leadership teams in conjunction with researchers will identify problems of practice for which work on those problems will lead to a more coherent mathematics instruction in the district. Following this, professional development and coaching at the teacher level will be designed and implemented to target the problem of practice, with a focus on big ideas within the Common Core State Standards for Mathematics. This phase of the model also includes professional development aimed at school leaders and district administrators to strengthen organizational capacity to support and lead change related to the problem of practice. The final phase of the model calls on researchers, district, and school personnel to engage in an annual redesign of the intervention, making use of data gathered during the school year and evidence about what is happening in classrooms. This design acknowledges the broader policy context in which schools and districts operate as they work towards instructional change. To evaluate the effectiveness of the overall EML model, the project will collect a wide variety of data, including student achievement outcomes using standardized tests; assessments of teachers' mathematical knowledge, instructional practices, and efficacy measures; and measures of leader, administrator, and organizational capacities to support high-quality mathematics instruction. Four districts will be recruited to participate, enacting the model in pairs with a staggered start for one pair of districts to be able to measure treatment effects, using a variation of a switching replications design. Classroom practice and teacher outcomes will be assessed using a variety of MKT assessments, the Mathematical Quality of Instruction (MQI), and the Instructional Quality Assessment (IQA). School level outcomes will be collected via a leadership assessment and interview data, and district level outcomes will be assessed through the use of interview and documentary data. Analysis will include a statistical analysis of the EML model using hierarchical linear modeling, MANOVA/ANOVA, and regression as appropriate at the level of students and teachers, and qualitative analysis and descriptive statistics will be used at the school and district level due to small sample size.The Discovery Research preK-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. 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.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.

组织能力发展促进K-8数学教与学是一项为期4年的实施与改进项目。该项目将开发和测试一个领导模式，通过让K-8领域的利益相关者参与进来，改善K-8数学教学。该项目将支持教师、教师领导和管理人员共同发现和解决数学教与学中的实践问题，进而制定计划，提高学校和地区的组织能力，以支持加强数学教学。该项目的核心是小学数学领导力（EML）模型，该模型旨在提高利益相关者对有效数学教学实践的理解。EML模型包括与学校和地区人员合作识别基于课堂的实践问题，设计和实施与实践问题一致的专业发展，并迭代这些开发、实施和修订的周期，以评估模型的有效性。EML模型使用基于设计的实施研究方法在教师、学校和地区层面运行。在地区一级，领导团队将与研究人员一起找出实践中的问题，针对这些问题的工作将导致该地区更连贯的数学教学。在此之后，教师层面的专业发展和指导将针对实践问题进行设计和实施，重点关注数学共同核心国家标准中的重大思想。这一阶段的模式还包括针对学校领导和地区管理者的专业发展，以加强组织能力，以支持和领导与实践问题相关的变革。该模型的最后阶段要求研究人员、学区和学校工作人员每年重新设计一次干预措施，利用学年期间收集的数据和课堂上发生的情况的证据。该设计承认学校和地区在努力实现教学变革时所处的更广泛的政策背景。为了评估整个EML模型的有效性，该项目将收集各种各样的数据，包括使用标准化测试的学生成绩结果；教师数学知识、教学实践及效能评估以及领导者、管理者和组织能力支持高质量数学教学的措施。将招募四个地区参与，两两实施该模型，其中一对地区错开开始，以便能够衡量治疗效果，使用一种转换重复设计的变体。课堂实践和教师成果将通过各种MKT评估、数学教学质量（MQI）和教学质量评估（IQA）进行评估。学校层面的结果将通过领导力评估和访谈数据收集，地区层面的结果将通过使用访谈和文献数据进行评估。分析将包括EML模型的统计分析，在学生和教师层面使用分层线性建模、方差分析/方差分析和回归，由于样本量小，定性分析和描述性统计将在学校和地区层面使用。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-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。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。

项目成果

How research-practice partnerships learn to develop goals for math and identify local problems of practice

研究与实践伙伴关系如何学习制定数学目标并确定当地的实践问题

• 发表时间: 2022
• 期刊: International Conference of the Learning Sciences Annual Conference
• 作者: Superfine, B. M.