Collaborative Research: Improving the Implementation of Rigorous Instructional Materials in Middle Grades Mathematics: Developing a System of Practical Measures and Routines

这个为期5年的研究项目的目标是提高严格的教学材料在中年级数学规模的实施。许多项目试图改善数学教学，但无法轻松跟踪他们在改进方面的努力。该项目的主要产品将是一个系统的实际措施和例行收集和使用的数据，既评估和支持实施严格的教学材料中年级数学。与研究和问责措施不同，实际措施是需要很少时间进行的评估，因此可以经常使用。这些数据可以快速分析，以便教师可以及时收到有关其进度的反馈，教学领导可以使用这些数据来决定在哪里使用目标资源，以支持教学质量和学生学习的改进。实践措施和惯例的系统将包括：1）与学生学习有关的教师教学实践的高杠杆方面的措施（例如，任务的严格性，学生话语的质量），并注意学生的公平参与;和2）提高教师实践质量的关键支持的高杠杆方面的措施（例如，专业发展的质量;教练）;以及3）关于如何使用所得数据进行快速改进工作的一套例程。拟议项目的一个关键原则是，措施和惯例系统可以适应各种学校和地区的情况。该项目由Discovery Research preK-12（DRK-12）计划支持。DRK-12计划支持STEM教育创新和评估，学习和教学方法的研究和开发。该项目将与三个不同州的五个地区建立三个研究实践伙伴关系，这些地区目前正在实施严格的中年级数学教学材料。第一年将侧重于制定一套实用的课堂教学措施。第二年将侧重于测试在支持教师学习的背景下使用课堂措施，并制定支持教师学习的关键措施。第3-4年将重点关注项目如何“学习我们的扩展方式”（Bryk等人，2015年），这需要在日益多样化的条件下战略性地执行措施和例行程序。该项目将参与快速改进周期，研究人员将与地区领导人和专业发展（PD）促进者一起分析课堂教学和教师学习支持质量的数据，以测试改善教师学习支持的有效性，并根据数据调整支持的设计。在1-4年级，该项目将利用技术和信息可视化的最新发展来测试和改进1）现场实际措施的收集和2）支持教师和领导者做出教学改进决策的数据表示（或可视化）的设计。在第五年，该项目将对支持教师学习、教师知识和课堂实践以及学生学习之间的关系进行正式分析。

The goal of this 5-year research project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale. Many projects seek to improve mathematics instruction, but are not able to easily track their efforts at improvement. The primary product of this project will be a system of practical measures and routines for collecting and using data that both assesses and supports the implementation of rigorous instructional materials in middle-grades mathematics. In contrast to research and accountability measures, practical measures are assessments that require little time to administer and can thus be used frequently. The data can be analyzed rapidly so that teachers can receive prompt feedback on their progress, and instructional leaders can use the data to decide where to target resources to support improvement in the quality of instruction and student learning. The system of practical measures and routines will include 1) measures of high-leverage aspects of teachers' instructional practices that have been linked to student learning (e.g., rigor of tasks, quality of students' discourse) and attend to equitable student participation; and 2) measures of high-leverage aspects of key supports for improving the quality of teachers' practice (e.g., quality of professional development; coaching); and 3) a set of routines regarding how to use the resulting data to engage in rapid, improvement efforts. A key principle of the proposed project is that the system of measures and routines can be adapted to a wide range of school and district contexts. This project is supported by the Discovery Research preK-12 (DRK-12) program. The DRK-12 program supports research and development of STEM education innovations and approaches in assessment, learning, and teaching. The project will establish three research-practice partnerships with five districts, in three different states, that are currently implementing rigorous instructional materials in middle-grades mathematics. Year 1 will focus on the development of a set of practical measures of classroom instruction. Year 2 will focus on testing the use of the classroom measures in the context of supports for teachers' learning, and the development of practical measures of key supports for teachers' learning. Years 3-4 will focus on how the project can "learn our way to scale" (Bryk et al., 2015), which requires strategically implementing measures and routines in increasingly diverse conditions. The project will engage in rapid improvement cycles in which researchers will work alongside district leaders and professional development (PD) facilitators to analyze the data from the measures of both classroom instruction and the quality of support for teacher learning to test the effectiveness of improvements in intended supports for teacher learning and to adjust the design of the support based on data. Across Years 1-4, the project will use recent developments in technology and information visualization to test and improve 1) the collection of practical measures in situ and 2) the design of data representations (or visualizations) that support teachers and leaders to make instructional improvement decisions. In Year 5, the project will conduct formal analyses of the relations between supports for teachers' learning; teachers' knowledge and classroom practices; and student learning.