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，但目前对农村数学教学与辅导的研究还很少。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教练实践。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型，重点是支持农村背景下的数学教练，建立在调查人员以前专注于农村背景下数学教师在线专业学习机会的工作基础上。 从以前的项目集中在农村教师和他们的教练的结果表明，专业发展模式增加了教师注意到学生的思想和更广泛的教学和学习的原则之间的联系，教师能够制定更高层次的雄心勃勃的数学教学，并接受辅导的教师表现出更强的重点放在数学内容和教学实践。这种模式的扩展到教练包括一个在线内容为重点的教练课程，一对一的视频为基础的教练周期，和一个在线视频俱乐部，以分析教练的做法。 视频俱乐部将采用分级模式，开始由指导教练提供协助，然后由教练参与者提供协助。将招募三批12名教练参与者，每年启动一批。 在第一年，教练将参加四个2小时的同步内容为重点的课程会议，两个辅导周期与导师教练，和四个视频俱乐部会议。在第二年，各小组将举办和促进四次视频俱乐部会议。 关于影响的研究遵循基于设计的模型，在线模型的设计和修订具有迭代周期。对每年收集的15-20%的数据进行持续分析，将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。参与的教练将参与一个注意到采访和调查，以评估他们的看法和做法的变化，作为教练。 每位教练参与者将记录一次教练互动，作为评估教练实践变化的数据。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。 “学会注意”框架将被用作描述教练实践变化的分析透镜。“发现研究”学前班项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高学前班学生和教师在科学、技术、工程和数学（STEM）方面的学与教。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。