Collaborative Research: Institute in Research Methods for Professional Development for Emerging Education Researchers (PEER) Field Schools

合作研究：新兴教育研究人员（PEER）田间学校专业发展研究方法研究所

• 批准号: 2025174
• 负责人: Eugene Vasserman
• 金额: $ 26.13万
• 依托单位: Kansas State University
• 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: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2025174&HistoricalAwards=false
• 关键词: Collaborative; Research; Institute; Methods; Professional

This Institute in Research Methods project extends the impact of the Professional Development for Emerging Education Researchers (PEER) field school model to emerging education researchers through a multi-faceted approach, building individual and community capacity for high-quality STEM education research. The institute advances understanding of the effectiveness of professional development for research. Evaluation activities will identify characteristics of successful field schools in STEM education research and compare these with current understanding of professional development in a pedagogical context. In addition to training the institute will contribute to generalized knowledge of how to help emerging researchers generate high quality STEM education research. This project consists of gateway workshops to attract and motivate participants, 5-day introductory field schools across the country, and advanced activities that explore quantitative and qualitative methodologies in depth. Curated web repositories of research tools and "Expert How To" articles will be developed with user-design research to ensure usability. These products will be hosted on the nationally established PhysPort repository for physics pedagogical resources. The project also develops a strategic partnership with the University of Virgin Islands, a public, Historically Black College, and its Institute for STEM Education Research and Practice. The final project outcome will be a growing community of discipline-based STEM education researchers trained to address critical issues in the education system, including broadening participation, addressing gaps in STEM learning, and developing the next-generation of pedagogical materials that increase student learning.This research institute is funded by ECR (the core research program of the Education and Human Resources directorate) and attends specifically to critical aspects in research capacity building.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.

该研究所的研究方法项目通过多方面的方法将新兴教育研究人员专业发展（PEER）实地学校模式的影响扩展到新兴教育研究人员，为高质量的STEM教育研究建立个人和社区能力。该研究所促进了对专业发展对研究的有效性的理解。评估活动将确定STEM教育研究中成功的实地学校的特点，并将其与目前对教学背景下专业发展的理解进行比较。除了培训之外，该研究所还将为如何帮助新兴研究人员进行高质量的STEM教育研究提供一般性知识。该项目包括吸引和激励参与者的入门讲习班，全国各地为期5天的介绍性实地学校，以及深入探索定量和定性方法的高级活动。将利用用户设计研究开发研究工具和“专家如何做”文章的精选网络储存库，以确保可用性。这些产品将托管在国家建立的物理端口存储库的物理教学资源。该项目还与维尔京群岛大学，一所公立的历史上的黑人学院及其STEM教育研究和实践研究所建立了战略伙伴关系。项目的最终成果将是一个不断壮大的基于学科的STEM教育研究人员社区，他们经过培训，能够解决教育系统中的关键问题，包括扩大参与，解决STEM学习中的差距，并开发下一代的教学材料，以提高学生的学习。这个研究所是由ECR资助（教育和人力资源局的核心研究计划）并特别关注研究能力建设的关键方面。该奖项反映了NSF的法定使命，并被认为值得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。

项目成果

Context interactions and physics faculty’s professional development: Case study

情境互动和物理教师的专业发展：案例研究

• DOI: 10.1103/physrevphyseducres.18.020104
• 发表时间: 2022
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: El-Adawy, Shams;Huynh, Tra;Kustusch, Mary Bridget;Sayre, Eleanor C.
• 通讯作者: Sayre, Eleanor C.

Emerging Mathematics Education Researchers' Conception of Theory in Education Research

新兴数学教育研究者的教育研究理论观

• 发表时间: 2022
• 期刊: Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
• 作者: C.A.F. Hass, S. El-Adawy

Community Roles for Supporting Emerging Education Researchers

支持新兴教育研究人员的社区角色

• DOI: 10.1119/perc.2021.pr.hass
• 发表时间: 2021
• 期刊: PERC Proceedings
• 作者: Hass, Christopher A.;Hancock, Emilie;Wilson, Samantha;El-Adawy, Shams;Sayre, Eleanor C.
• 通讯作者: Sayre, Eleanor C.