Collaborative Research: Transforming Undergraduate Mathematics Teacher Preparation Programs using the Professional Development: Research, Implementation, and Evaluation Framework

协作研究：利用专业发展转变本科数学教师准备计划：研究、实施和评估框架

• 批准号: 2013266
• 负责人: Sarah Bush
• 金额: $ 96.86万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013266&HistoricalAwards=false
• 关键词: Collaborative; Research; Transforming; Undergraduate; Mathematics

This project aims to serve the national interest in high quality STEM education by establishing practices to enhance secondary mathematics teacher preparation. Teacher preparation programs are essential for long-term improvement in teacher performance and retention of effective teachers. However, current research is insufficient to support strong conclusions about the characteristics that define effective teacher preparation programs. This project proposes to study the use of a professional development framework to guide teacher preparation programs and improve teacher candidates' classroom practice. The project’s professional development framework will provide a common frame of reference for quality teaching in secondary mathematics teacher preparation across the four participating institutions. The project will support preservice teacher development through coursework, network improvement communities, and plan-do-study-act cycles. The project aims to impact more than 150 new secondary mathematics teachers and produce transformative improvement in mathematics teacher preparation programs. The participation of four institutions will enhance the generalizability of the findings to other institutions.This collaborative project involves partnerships with the University of Maryland Baltimore County (lead), Berea College, the University of Central Florida, and the University of Kentucky. The four-year project aims to structure undergraduate mathematics teacher preparation programs at these four institutions and study the use of the Professional Development: Research, Implementation, and Evaluation framework (PrimeD) to improve teacher preparation programs and teacher candidates' professional practice. Using design-based research, the project will follow a multi-group treatment-only longitudinal, triangulation mixed methods design. The study will position participants as researchers in their own classrooms to investigate well-defined problems of practice and refine their classroom innovations based on their findings. The use of network improvement communities to cycle between classroom implementation and whole group engagement is a key feature of PrimeD intended to help teacher candidates make stronger connections between field experiences and theories learned in their coursework. The project aims to explore research questions including: (i) How well does PrimeD improve program development of undergraduate teacher candidates? (ii) How well does PrimeD improve program development of undergraduate teacher candidates’ preparation to implement research-based teaching strategies? (iii) How well does PrimeD reposition stakeholders (e.g., classroom teachers, field experience supervisors, undergraduate teacher candidates, faculty) as partners, mentors, and co-learners in the program? Results of this research may provide crucial information for enhancing and transforming secondary mathematics teacher preparation programs, especially reliability and validity across programs. Results from this project are anticipated to provide a strong foundation for subsequent studies of how such teaching practices affect secondary student outcomes. The NSF Improving Undergraduate STEM Education: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在通过建立提高中学数学教师准备的做法，为高质量STEM教育的国家利益服务。教师培训计划对于长期提高教师绩效和留住有效教师至关重要。然而，目前的研究是不够的，以支持强有力的结论，定义有效的教师培训计划的特点。本研究拟探讨以教师专业发展架构来指导教师培养计划，并改善教师候选人的课堂实践。 该项目的专业发展框架将为四所参与院校的中学数学教师培训提供一个共同的参考框架。该项目将通过课程、网络改进社区和计划-实践-学习-行动循环来支持副教授的发展。该项目旨在影响150多名新的中学数学教师，并在数学教师准备计划中产生变革性的改进。四个机构的参与将提高调查结果对其他机构的普遍性。这个合作项目涉及与马里兰州巴尔的摩县大学（牵头）、伯里亚学院、中央佛罗里达大学和肯塔基州大学的伙伴关系。这个为期四年的项目旨在构建这四个机构的本科数学教师准备计划，并研究使用专业发展：研究，实施和评估框架（PrimeD）来改善教师准备计划和教师候选人的专业实践。采用基于设计的研究方法，本项目将遵循多组仅治疗的纵向、三角混合方法设计。该研究将参与者定位为自己课堂上的研究人员，以调查实践中定义明确的问题，并根据他们的发现改进他们的课堂创新。使用网络改进社区在课堂实施和整个小组参与之间循环是PrimeD的一个关键功能，旨在帮助教师候选人在他们的课程中学习的实地经验和理论之间建立更强的联系。该项目旨在探讨研究问题，包括：（一）如何以及PrimeD提高本科教师候选人的程序开发？(ii)PrimeD如何改善本科教师候选人实施研究型教学策略的准备程序开发？(iii)PrimeD如何重新定位利益相关者（例如，课堂教师，现场经验的监督员，本科教师候选人，教师）作为合作伙伴，导师，和共同学习者的程序？本研究的结果可以提供重要的信息，以加强和改造中学数学教师培训计划，特别是跨计划的信度和效度。该项目的结果预计将为以后研究这种教学实践如何影响中学生的成绩提供坚实的基础。NSF改善本科STEM教育：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是值得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支持.

项目成果

Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

• DOI: 10.3390/educsci12020133
• 发表时间: 2022-02
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Christopher R. Rakes;M. Stites;Robert N. Ronau;Sarah B. Bush;Molly H. Fisher;Farshid Safi;Siddhi Desai;Ashley Schmidt;Janet B. Andreasen;Jon C. Saderholm;L. Amick;Margaret J. Mohr‐Schroeder;Julian Viera

Pre- and Post-Scores for Teacher Candidates on TPACK Levels and MCOP2 Rubrics

教师候选人在 TPACK 级别和 MCOP2 评分标准上的考前和考后分数

• DOI: 10.17632/f6757wv8bw.1
• 发表时间: 2022
• 期刊: Mendeley
• 作者: Rakes, Christopher

Structuring secondary mathematics teacher preparation through a professional development framework

通过专业发展框架构建中学数学教师准备

• 发表时间: 2022
• 期刊: International journal of research in engineering and science
• 作者: Rakes, C. R.;Saderholm, J.;Bush, S. B.;Mohr-Schroeder, M. J.;Ronau, R. N.;Stites, M. L.
• 通讯作者: Stites, M. L.