Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis

合作研究：通过视频分析促进公平和公平科学教学实践的跨站点研究能力建设

• 批准号: 2150600
• 负责人: Heather Johnson
• 金额: $ 2.43万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150600&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; Capacity; Cross

The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目将通过建设能力，调查在教师准备中使用视频分析任务，满足国家发展公平有效的科学教学实践的需要。 通过跨站点合作，将制定一项纵向研究计划，重点关注STEM教师的有效性和高需求学校的保留率。2019冠状病毒病大流行给视频分析带来了新的紧迫性，因为大量教师培训项目不得不使用课堂视频案例的数字图书馆，而不是传统的学校实地经验。此外，教师如何准备制定公平，以正义为导向，文化上敏感，语言上可持续的教学法，以支持K-12学生在科学，技术，工程和数学教育中取得成功的重要性不容低估。 该项目建立在七个参与机构五年前工作的基础上，合作伙伴讨论、设计和研究了科学教师准备中的视频分析，并开发了科学教师教育视频分析框架（FAVSTE）。（协作）包括范德比尔特大学、得克萨斯州立大学-圣马科斯分校、师范学院-哥伦比亚大学、宾夕法尼亚州西切斯特大学、北方爱荷华州大学、佛罗里达国际大学、以及肯尼索州立大学，他们将与高需求学区合作。该项目在能力建设方面有三个主要意图，旨在使合作组织能够很好地提交轨道4研究提案。一个是继续分析和修改FAVSTE框架和相关工具，以确保它们明确支持公平通知。第二是确定，修改和试点研究工具，分析教师的专业愿景，其链接到公平的科学教学实践，以及如何随着时间的推移，这种愿景的变化与教师的有效性和保留。第三是开发一个跨站点的纵向研究，其中包括用于视频分析的实用教学工具和研究工具，用于研究高需求学区STEM教师的有效性和保留率。数据收集和分析与设计为基础的研究方法相一致。这项工作将使协作加深其对如何在教师准备中使用视频的理论和方法的理解，以支持公平的科学教学实践。该项目旨在通过国家专业教学标准委员会（NBPTS），合作伙伴以及包括科学教师教育协会（ASTE）在内的专业组织传播该项目产生的见解和最佳实践。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并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，被认为值得支持。