Collaborative Research: Synchronous Online Video-Based Development for Rural Mathematics Coaches

合作研究：农村数学教练同步在线视频开发

• 批准号: 2006263
• 负责人: Jeffrey Choppin
• 金额: $ 135.99万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-15 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2006263&HistoricalAwards=false
• 关键词: Collaborative; Research; Synchronous; Online; Video

Mathematics coaching is a research-based method to improve teacher quality, yet there is little research on teaching and coaching mathematics in rural contexts. In addition, mathematics coaches in rural contexts frequently work in isolation with little access to professional learning opportunities to support their coaching practice. This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.Three cohorts of 12 coach participants will be recruited, with one cohort launching each year. In the first year, coaches will participate in four 2-hour synchronous content-focused course meetings, two coaching cycles with a mentor coach, and four video club meetings. In the second year, cohorts will conduct and facilitate four video club meetings. Research on impact follows a design-based model, with iterative cycles of design and revision of the online model. An ongoing analysis of 15-20% of the data collected each year will be used to inform revisions to the model from year to year, with fuller data analysis ongoing throughout the project. Participating coaches will be engaged in a noticing interview and surveys to assess changes in their perceptions and practices as coaches. Each coach participant will record one coaching interaction as data to assess changes in coaching practices. Patterns of participation and artifacts from the online course will be analyzed. Coaching cycle meetings and video club meetings will be recorded and transcribed. The Learning to Notice framework will be used as an analytical lens for describing changes in coaching practice.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.

数学辅导是一种旨在提高教师素质的研究性方法，但针对农村数学教学与辅导的研究较少。此外，农村地区的数学教练经常孤立地工作，很少有机会获得专业学习机会来支持他们的辅导实践。该项目将创建一个完全基于在线视频的数学教师专业发展模式，重点是支持农村地区的数学教师，以调查人员先前的工作为基础，重点是农村地区数学教师的在线专业学习机会。上一个以农村教师及其教练为对象的项目的结果表明，专业发展模式增加了教师对学生思维的关注与更广泛的教与学原则之间的联系，教师能够制定更高水平的雄心勃勃的数学教学，接受辅导的教师表现出对数学内容和教学实践的更强关注。这一模式扩展到教练，包括以内容为重点的在线教练课程，基于一对一视频的训练周期，以及分析教练实践的在线视频俱乐部。视频俱乐部将以分级模式组织，首先由导师指导，然后进入教练参与者促进他们自己的课程。将招募三个由12名教练参与者组成的队列，每年推出一个队列。在第一年，教练将参加四次以内容为重点的同步课程会议，两次由导师指导的指导周期，以及四次视频俱乐部会议。在第二年，编队将举办和协助四次录影带俱乐部会议。对Impact的研究遵循以设计为基础的模式，包括在线模式的设计和修订的迭代周期。对每年收集的15%-20%的数据进行的持续分析将用于每年对模型的修订，整个项目将进行更全面的数据分析。参赛教练将参与一次引人注目的访谈和调查，以评估他们作为教练在认知和实践方面的变化。每位教练参与者将记录一次教练互动作为数据，以评估教练实践中的变化。将分析在线课程的参与模式和人工制品。教练周期会议和视频俱乐部会议将被记录和转录。学习注意框架将被用作描述教练实践变化的分析镜头。探索研究预科-12课程(DRK-12)旨在通过研究和开发创新资源、模式和工具，显著提高预科-12年级学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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。