Building a Teacher Knowledge Base for the implementation of High-quality instructional resources through the collaborative investigation of video cases

通过视频案例协同调研，构建教师知识库，实现优质教学资源

• 批准号: 1908185
• 负责人: David Wilson
• 金额: $ 56.56万
• 依托单位: SUNY College at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908185&HistoricalAwards=false
• 关键词: Building; Teacher; Knowledge; Base; implementation

This is a Late-Stage Design and Development collaborative effort submitted to the teaching strand of the Discovery Research PreK-12 (DRK12) Program. This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation. The backbone of AIM-TRU is a growing, open repository of video cases available to teachers and teacher educators across the U.S. who use or are interested in using the lessons. The repository will include tools such as a facilitator's guide to support teachers and teacher educators to engage in the model and collaboratively investigate the video cases. Consequently, the work will have the potential to engage teachers and teacher educators in improving mathematics education at scale. Because the video cases will capture implementation and ideas for improving instruction in schools serving populations who are underrepresented in mathematics, AIM-TRU will serve to improve mathematics education equitably.Research questions focus on what teachers learn about high-quality mathematics instruction and instructional materials within a community of practice, and how that learning influences their teaching. In AIM-TRU, teachers engage in the collaborative investigation of video cases utilizing a shared repertoire that includes questioning protocols adapted from the Teaching for Robust Understanding (TRU) framework. This framework articulates five dimensions of classroom instruction that are necessary and sufficient to support students in becoming powerful mathematical thinkers. This affords teachers opportunities to use the TRU dimensions as lenses to diagnose common problems of practice that arise in implementation, and propose innovations and theories for improving instruction that can be tested in real classrooms and documented in new video cases. Analytic tools will be used from frame analysis to produce empirical evidence of what teachers are learning about instruction and instructional materials along the five dimensions of TRU. These data will be mapped to a random sample of video recordings of participating teachers' instruction, scored using the TRU Math Rubric, in order to link learning outcomes from the professional development to changes in instruction. Addressing these research questions will provide a deeper understanding and empirical evidence of learning within teacher collectives, the pressing national need to develop mechanisms to produce collective professional knowledge for teaching, and further efforts to understand the types of knowledge required for effective teaching.The DRK-12 Program 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 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.

这是提交给发现研究PreK-12(DRK12)计划教学链的后期设计和开发合作成果。该项目将解决国家迫切需要产生共享的、以实践为基础的知识，即如何实施免费提供的高质量教学资源(数学形成性评估课程)，这些资源已被证明能显著提高学生的学习成果。它将扩展专业发展模式(使用稳健理解教学框架(AIM-TRU)分析数学教学)，以支持教师学习有效的课程实施。AIM-TRU的核心是一个不断增长的开放视频案例存储库，可供美国各地使用或有兴趣使用课程的教师和教师教育工作者使用。该资料库将包括主持人指南等工具，以支持教师和教师教育工作者参与该模式并协作调查视频案例。因此，这项工作将有可能促使教师和教师教育工作者大规模地改善数学教育。由于视频案例将捕捉到改善学校教学的实施和想法，这些学校服务于数学水平较低的人群，AIM-TRU将有助于改善数学教育公平。研究问题集中在教师在实践社区中了解到高质量的数学教学和教材，以及这种学习如何影响他们的教学。在AIM-TRU中，教师利用共享的曲目参与视频案例的协作调查，其中包括改编自稳健理解教学(TRU)框架的提问协议。这个框架阐明了课堂教学的五个维度，这些维度对于支持学生成为强大的数学思考者是必要的，也是充分的。这为教师提供了使用TRU维度作为透镜来诊断实施中出现的常见实践问题的机会，并提出了改进教学的创新和理论，这些创新和理论可以在真实的课堂上进行测试，并在新的视频案例中记录下来。分析工具将被用于框架分析，以产生关于教师在TRU的五个维度上关于教学和教学材料的学习的经验证据。这些数据将被映射到参与教师教学的随机视频记录样本中，并使用TRU数学规则进行评分，以便将专业发展的学习结果与教学变化联系起来。解决这些研究问题将提供更深入的理解和教师集体学习的经验证据，国家迫切需要建立机制来产生用于教学的集体专业知识，并进一步努力了解有效教学所需的知识类型。DRK-12计划旨在通过研究和开发创新资源、模型和工具，显著提高K-12年级学生和教师的科学、技术、工程和数学(STEM)的学习和教学。该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经验上的证明。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。