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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施优质教学资源

基本信息

批准号：
1908319
负责人：
Joseph DiNapoli
金额：
$ 53.22万
依托单位：
Montclair State University
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 2025-06-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908319&HistoricalAwards=false
关键词：
Building Teacher Knowledge Base Implementation

项目摘要

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Discovery Research PreK-12（DRK 12）计划教学链的后期设计和开发协作成果。该项目将满足国家的迫切需要，即产生关于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）的共享的、基于实践的知识，这些教学资源已被证明在学生的学习成果方面产生了显着的收益。它将扩大一个专业发展模式（使用"稳健理解教学框架“（AIM-TRU）分析数学教学），支持教师学习有效的课程实施。AIM-TRU的主干是一个不断增长的开放式视频案例库，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。该资料库将包括诸如促进者指南等工具，以支持教师和教师教育工作者参与该模型并合作调查视频案例。因此，这项工作将有可能使教师和教师教育工作者参与大规模改善数学教育。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代表性不足的人群，AIM-TRU将有助于公平地改善数学教育。研究问题集中在教师在实践社区中对高质量数学教学和教学材料的了解，以及这种学习如何影响他们的教学。在AIM-TRU中，教师利用共享的剧目对视频案例进行协作调查，其中包括从稳健理解教学（TRU）框架改编的提问协议。该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想家是必要的和足够的。这使教师有机会使用TRU维度作为镜头，诊断在实施过程中出现的常见实践问题，并提出创新和理论，以改善教学，可以在真实的课堂上进行测试，并记录在新的视频案例。分析工具将被用于从框架分析，以产生教师正在学习的教学和教学材料沿着五个维度的TRU的经验证据。这些数据将被映射到参与教师教学的视频记录的随机样本，使用TRU数学评分，以便将专业发展的学习成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经验证据的学习在教师集体，迫切需要国家发展机制，以产生集体专业知识的教学，并进一步努力了解所需的知识类型有效的教学。DRK-12计划旨在显着提高学习和教学的科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，模型和工具。该计划中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验证明的先前研究和开发工作的基础上。该奖项反映了NSF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。