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: 2150650
• 负责人: Jessica Riccio
• 金额: $ 1.43万
• 依托单位: Teachers College, Columbia 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=2150650&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.

该项目将通过能力建设来调查教师培训中使用录像分析任务的情况，从而满足发展公平和有效的科学教学实践的国家需要。通过跨站点协作，将制定一项纵向研究计划，重点关注STEM教师在高需求学校的有效性和留住情况。新冠肺炎的流行给视频分析带来了新的紧迫性，因为大量的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、面向正义、顺应文化和语言支持的教学方法，以支持K-12学生在科学、技术、工程和数学教育方面取得成功，这一点的重要性不能低估。这个项目建立在七个机构之前五年的工作基础上，在这些机构中，合作伙伴讨论、设计和研究了科学教师培训中的视频分析，并开发了分析科学教师教育中的视频的框架(FAVSTE)。该项目涉及来自合作大学(Collaborative)的科学教师教育工作者的合作，这些大学包括范德比尔特大学、德克萨斯州立大学-圣马科斯分校、师范学院-哥伦比亚大学、宾夕法尼亚西切斯特大学、北爱荷华大学、佛罗里达国际大学和肯纳索州立大学，他们将与合作伙伴高需求学区合作。该项目有三个关于能力建设的主要意图，旨在使协作方能够很好地提交第四轨道研究提案。一是继续分析和修改FAVSTE框架和相关工具，以确保它们明确支持股权通知。第二是确定、修改和试点研究工具，以分析教师的专业愿景，它与公平的科学教学实践的联系，以及这种愿景如何随着时间的推移而变化与教师效率和留任的关系。第三是开发一项跨站点的纵向研究性研究，将视频分析的实用教学工具和研究工具结合在一起，研究高需求学区STEM教师的有效性和保留率。将使用符合基于设计的研究方法的数据收集和分析。这项工作将使协作组加深对如何在教师准备中使用视频以支持公平的科学教学实践的理论和方法的理解。该项目旨在通过合作伙伴国家专业教学标准委员会(NBPTS)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做法。该能力建设项目由罗伯特·诺伊斯教师奖学金计划(NOYCE)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持有经验的、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。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。