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

数学辅导是提高教师素质的一种研究型方法，但关于农村数学教学与辅导的研究却很少。此外，农村地区的数学教练往往孤立工作，几乎没有获得专业学习机会来支持他们的教练实践。该项目将建立一个完全基于在线视频的数学教师专业发展模型，重点是支持农村地区的数学教练，该模型建立在研究人员之前关于农村地区数学教师在线专业学习机会的工作的基础上。上一个以农村教师及其教练为重点的项目的结果表明，专业发展模式加强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，接受培训的教师更注重数学内容和教学实践。这种模式对教练的扩展包括一个以内容为中心的在线教练课程，一对一的基于视频的教练周期，以及一个分析教练实践的在线视频俱乐部。视频俱乐部将采用渐进式模式，首先由导师教练指导，然后由教练参与者指导他们自己的课程。将招募三组12人的教练参与者，每年推出一组。在第一年，教练将参加四次两小时的同步课程会议，两次与导师教练的指导周期，以及四次视频俱乐部会议。在第二年，小组成员将主持和推动四次视频俱乐部会议。影响研究遵循基于设计的模型，具有设计和在线模型修订的迭代周期。对每年收集的15-20%的数据进行持续分析，用于每年对模型进行修订，并在整个项目中进行更全面的数据分析。参与的教练将参与到一个注意访谈和调查中，以评估他们作为教练的观念和实践的变化。每个教练参与者将记录一次教练互动作为数据，以评估教练实践的变化。在线课程的参与模式和工件将被分析。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preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）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实证依据。该奖项反映了美国国家科学基金会的法定使命，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。

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.