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: 2006353
• 负责人: Julie Amador
• 金额: $ 136.88万
• 依托单位: Regents of the University of Idaho
• 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=2006353&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.

数学辅导是一种以研究为基础的提高教师素质的方法，但对农村数学教学和辅导的研究却很少。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。该项目将为数学教师专业发展创建一个完全基于在线视频的模型，重点是支持农村地区的数学教练，以研究人员之前的工作为基础，重点是为农村地区的数学教师提供在线专业学习机会。 上一个针对农村教师及其教练的项目的结果表明，专业发展模式增强了教师对学生思维的关注与更广泛的教学原则之间的联系，教师能够制定更高水平的雄心勃勃的数学教学，并且接受辅导的教师表现出对数学内容和教学实践的更加关注。该模型对教练的扩展包括以内容为中心的在线辅导课程、一对一视频辅导周期以及用于分析辅导实践的在线视频俱乐部。 视频俱乐部将采用分级模式，从导师教练的引导开始，然后进入教练参与者为自己的课程提供便利。将招募三组，每组 12 名教练参与者，每年启动一组。 第一年，教练将参加四次时长 2 小时的同步内容课程会议、两个由导师指导的辅导周期以及四次视频俱乐部会议。第二年，各小组将组织和促进四次视频俱乐部会议。 影响力研究遵循基于设计的模型，通过在线模型的设计和修订的迭代周期。对每年收集的 15-20% 数据进行持续分析将用于为每年对模型的修订提供信息，并在整个项目中进行更全面的数据分析。参与的教练将接受注意访谈和调查，以评估他们作为教练的看法和实践的变化。 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。将分析在线课程的参与模式和工件。 教练周期会议和视频俱乐部会议将被记录和转录。 学习注意框架将用作描述教练实践变化的分析镜头。发现研究 preK-12 计划 (DRK-12) 旨在通过创新资源、模型和工具的研究和开发，显着增强 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，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。