Practice-Driven Professional Development for Algebra Teachers

代数教师实践驱动的专业发展

• 批准号: 2101508
• 负责人: Zandra de Araujo
• 金额: $ 253.33万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2021-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101508&HistoricalAwards=false
• 关键词: Practice; Driven; Professional; Development; Algebra

Professional development (PD) is a direct attempt to improve the quality of instruction for teachers already in the classroom. Traditional PD is typically costly in terms of time and money, and efforts tend to be delivered as a one-size-fits-all approach. Furthermore, for teachers who adopt novel techniques such as flipped instruction, there may be few resources to support their efforts. This project seeks to develop a personalized, scalable PD approach that centers on and builds from algebra teachers’ practices and individual strengths. The project will focus its PD efforts on instructional actions that are tailored to teachers' existing practice, can be readily adopted, and are easily accessible. The project team have termed such instructional actions high-uptake practices. The project will develop and field test PD materials to support algebra teachers at scale via these high-uptake practices.In addition to developing the PD materials, the project team will research the efficacy of this PD model in terms of student learning outcomes and teacher instructional practices in approximately 60 algebra classrooms. The main data sources will include teacher observation data, teacher interviews and surveys, student pre/posttests, student surveys, and PD analytics. The research will characterize the immediate and longer term impacts of the PD on teachers’ instructional practices; and characterize the impact of teachers’ participation in the PD on students’ learning outcomes and engagement. The research questions include: 1) In what ways does teachers’ participation in the PD impact their instructional practices? 2) Do students of teachers who participate in the PD demonstrate differential growth in learning outcomes? 3) Do students of teachers who participate in the PD have increased rates of homework completion?; and 4) Do students of teachers who participate in the PD have increased engagement during individual work time? In meeting both our PD development and research aims, this project will contribute knowledge about the effectiveness of an incremental, practice-driven approach to PD and instructional change.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.

专业发展（PD）是一个直接的尝试，以提高教学质量的教师已经在课堂上。传统的PD在时间和金钱方面通常是昂贵的，并且努力往往是作为一种一刀切的方法来交付的。此外，对于采用翻转教学等新技术的教师来说，可能没有多少资源支持他们的努力。该项目旨在开发一种个性化的，可扩展的PD方法，以代数教师的实践和个人优势为中心。该项目将把其PD努力集中在针对教师现有实践的教学行动上，可以随时采用，并且很容易获得。项目小组将这种指导行动称为高吸收做法。该项目将开发和实地测试PD材料，通过这些高吸收实践来大规模支持代数教师。除了开发PD材料外，项目团队还将在大约60个代数教室中研究这种PD模型在学生学习成果和教师教学实践方面的功效。主要数据来源包括教师观察数据、教师访谈和调查、学生前/后测、学生调查和PD分析。本研究将描述PD对教师教学实践的直接和长期影响，并描述教师参与PD对学生学习成果和参与度的影响。研究问题包括：（1）教师参与教师专业发展对教学实践有何影响？2)参与PD的教师的学生是否表现出学习成果的差异增长？3)参与PD的教师的学生是否提高了作业完成率？4）参与PD的教师的学生在个人工作时间内的参与度是否有所提高？在满足我们的PD发展和研究目标，这个项目将有助于知识的有效性的增量，实践驱动的方法PD和教学变革。发现研究preK-12计划（DRK-12）旨在显着提高学习和教学的科学，技术，工程和数学（STEM）preK-12学生和教师，通过研究和开发创新资源、模式和工具。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。