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大规模地改进中年级数学严格教学材料的实施。许多项目试图改善数学教学，但不能轻易地跟踪他们在改进方面的努力。该项目的主要成果将是一个收集和使用数据的实用措施和程序系统，以评估和支持初中数学严格教学材料的实施。与研究和问责措施相比，实际措施是需要很少时间来管理的评估，因此可以经常使用。这些数据可以快速分析，以便教师能够及时收到有关其进展的反馈，教学领导者可以使用这些数据来决定将资源用于何处，以支持提高教学质量和学生的学习。实践措施和惯例体系将包括1)教师教学实践中与学生学习相关的高杠杆方面的措施（例如，任务的严谨性、学生话语的质量），并注意学生的公平参与；2)提高教师实践质量的关键支持的高杠杆方面的措施（如专业发展质量、辅导）；3)关于如何使用结果数据进行快速改进工作的一组例程。拟议项目的一个关键原则是措施和惯例系统可以适应广泛的学校和地区环境。该项目由探索研究preK-12 （DRK-12）计划支持。DRK-12项目支持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合作伙伴关系，这些地区目前正在实施严格的中学数学教学材料。一年级将重点发展一套实用的课堂教学措施。二年级将侧重于测试课堂测量在支持教师学习的背景下的使用情况，以及开发支持教师学习的关键实用措施。第3-4年将侧重于项目如何“学习我们的扩展方式”（Bryk等人，2015），这需要在日益多样化的条件下战略性地实施措施和例程。该项目将参与快速改进周期，研究人员将与地区领导和专业发展（PD）协调员一起分析来自课堂教学和教师学习支持质量的测量数据，以测试教师学习预期支持改进的有效性，并根据数据调整支持设计。在1-4年级，该项目将使用技术和信息可视化的最新发展来测试和改进：1)现场实际测量的收集；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。在五年级，该项目将对教师学习支持之间的关系进行正式分析；教师知识与课堂实践；还有学生的学习。

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.