Collaborative Research: Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-based Coaching

合作研究：通过基于评分标准的辅导支持教师开展公平的数学教学

• 批准号: 2100793
• 负责人: Erica Litke
• 金额: $ 65.15万
• 依托单位: University of Delaware
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100793&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Teachers; Develop

Creating supportive middle school mathematics learning spaces that foster students' self-efficacy and mathematics learning is a critical need in the United States. This need is particularly urgent for mathematics classrooms with students who have been historically marginalized in such spaces. While many instructional improvement efforts have focused on broadening access to mathematical ideas, fewer efforts have paid explicit attention to the ways instructional practices may serve to marginalize students. Supporting teachers in identifying and refining their equitable mathematics instructional practices is a persistent challenge. This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project's work integrates the EAR-MI rubrics into the MQI Coaching model with 24 middle grades mathematics coaches supporting 72 teachers at grades 5-8. The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.The project makes use of a delayed-treatment experimental design to investigate effects on teacher beliefs and practices and student achievement and sense of belonging. A cohort of 14 coaches are randomly selected to participate in the coaching in Years 2 and 3, with the remaining 10 coaches assigned to a business-as-usual model in Year 2 and engaging in the training in Year 3. Coaches engage in a 4-day summer training to become acquainted with the model with coaching cycles and follow-up meetings during the school year. Each coach will engage teachers in 8-10 coaching cycles in treatment years. Data on the nature of the coaching includes logs and surveys from the coaches. Teachers submit surveys related to their beliefs and practices and two lessons each at the start and end of the academic year for analysis. Student assessment data, course grades, and administrative data, combined with survey data from students on classroom belonging and perceptions of ability and confidence in mathematics, are used to describe student outcomes. Teacher outcomes are captured through the analysis of classroom video, surveys about ethnic-racial identity and racial attitudes, beliefs about students and instruction, and beliefs about and efficacy for culturally responsive teaching. The project uses a set of survey measures with established reliability and validity, adapting some instruments to include specific indicators related to the equity and access rubrics. Analysis of the data uses a multi-level model accounting for the clustering of teachers within schools and students within classrooms and schools.This project is funded by the Discovery Research PreK-12 (DRK-12) Program and the Established Program to Stimulate Competitive Research (EPSCoR). The DRK-12 program 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.

在美国，创造支持性的中学数学学习空间，培养学生的自我效能感和数学学习是一个迫切的需求。对于有学生在这种空间中被边缘化的数学教室来说，这一需求尤为迫切。虽然许多教学改进的努力都集中在扩大对数学思想的接触上，但对教学实践可能会使学生边缘化的方式的明确关注却很少。支持教师确定和完善他们公平的数学教学实践是一个长期的挑战。该项目结合了一个成功的基于数学准则的指导模式(MQI指导)和一个专注于注重公平的教学实践的经验开发的观察工具，即数学教学的公平和准入准则(EAR-MI)。该项目的工作将EAR-MI Rubrics整合到MQI教练模式中，由24名中级数学教练支持5-8年级的72名教师。该项目衡量了辅导模式对教师信念和教学实践的影响，以及对学生数学成就和数学归属感的影响。该项目还调查了教师的态度和信念如何影响他们的参与，以及教师从参与教练模式中获得了什么。该项目利用延迟治疗实验设计来调查对教师信念和实践以及学生成就感和归属感的影响。随机选择14名教练员参加2年级和3年级的教练培训，其余10名教练在2年级分配到一如既往的模式，并在3年级参加培训。教练参加为期4天的暑期培训，以熟悉该模式，并在学年期间进行教练周期和后续会议。每名教练将在治疗年内安排教师进行8-10个训练周期。有关教练性质的数据包括教练的日志和调查。教师在学年开始和结束时分别提交与他们的信仰和实践相关的调查和两节课，以供分析。学生评估数据、课程成绩和管理数据，结合学生对课堂归属感和数学能力和信心的调查数据，被用来描述学生的结果。通过对课堂视频的分析，对种族认同和种族态度的调查，对学生和教学的信念，以及对文化响应型教学的信念和有效性的分析，获得了教师的结果。该项目使用了一套具有既定信度和效度的调查措施，对一些工具进行了调整，以纳入与公平和准入标准有关的具体指标。对数据的分析使用了一个多层次的模型，该模型考虑了学校内的教师和教室和学校内的学生的聚集。该项目由发现研究预科-12(DRK-12)计划和已建立的激励竞争性研究计划(EPSCoR)资助。DRK-12计划旨在通过研究和开发创新的资源、模型和工具，显著提高K-12学前班学生和教师的科学、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经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。