Collaborative Research: All Included in Mathematics New Extensions Professional Development for K-2 Mathematics Teachers, Leaders, and Coaches

协作研究：全部包含在 K-2 数学教师、领导者和教练的数学新扩展专业发展中

• 批准号: 2200370
• 负责人: Paola Sztajn
• 金额: $ 328.45万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200370&HistoricalAwards=false
• 关键词: Collaborative; Research; Included; Mathematics; New

Building on two prior NSF-funded projects, the All Included in Mathematics K-2 New Extensions professional learning program will develop and research the impact of an augmented model for mathematics professional development on K-2 student learning through the addition of supports for coaches and leaders to the existing professional development model . The project is designing a web-based, district-led professional development implementation, focusing on improving mathematics discourse practices in K-2 classrooms, with particular attention to emergent multilingual learners. Earlier research on the program demonstrated impacts on K-2 teachers’ knowledge, beliefs, and practices. This project will examine whether additional components, specifically coaching and leadership support, augment the impacts of the PD on teachers and teaching in ways that produce detectable changes in student mathematics learning when measured with proximal assessment instruments. The project will also strengthen attention to equity, supporting teachers’ noticing of both dominant and critical components of mathematics teaching and learning. The project partnership between university faculty, education researchers, and prior facilitators and participants from school districts will develop and field test the additional coach and leadership components.The overarching purpose of the project is to strengthen and examine the connections between PD and student learning in the context of supporting K-2 teachers. The research questions ask about the mathematical knowledge and key efficacious, equity-focused practices coaches use in their work with teachers, the extent to which they are used with integrity, and the extent to which they improve over time. The research will also look at what school administrators need to know and do to support high-quality mathematics instruction and bring the ideas of the project into practice. In addition, the study is examining the impact on teachers’ knowledge, beliefs, and mathematics discourse practices, and on students’ mathematics learning, with attention to emergent multilingual learners. The study is an experimental design in which school teams are randomly assigned to the newly-developed professional development condition or a condition with the prior iteration of the professional development. Data will be collected to understand the impacts of the augmented model and will include videorecording of coaching cycles, interviews with leaders, measures of teacher knowledge, observations of classroom teaching, and student achievement scores. The final products of the project will include a set of empirically-tested and evidence-based hybrid programs with professional learning materials for use with different audiences and tools to support their work: (1) Professional Development for teachers, (2) Facilitator Preparation for PD leaders, (3) Coach Preparation for instructional coaches, and (4) AIM-Leadership Preparation for school administrators. All these materials will be designed for scale and available for use in any district across the nation and beyond to transform teachers' instruction and the mathematical understanding of each and every K-2 student.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.

在之前两个nsf资助的项目的基础上，“数学K-2新扩展”专业学习项目将通过在现有的专业发展模型中增加对教练和领导者的支持，开发和研究数学专业发展的增强模型对K-2学生学习的影响。该项目正在设计一个基于网络的、由地区主导的专业发展实施方案，重点是改善K-2课堂的数学话语练习，特别关注新兴的多语言学习者。早期对该计划的研究证明了对K-2教师的知识、信念和实践的影响。本项目将考察其他因素，特别是指导和领导支持，是否会增加PD对教师和教学的影响，从而在学生数学学习中产生可检测的变化，当用近端评估工具测量时。该项目还将加强对公平的关注，支持教师注意数学教与学的主要和关键组成部分。该项目由大学教师、教育研究人员、先前的引导者和来自学区的参与者组成，他们将开发并实地测试额外的教练和领导力组成部分。该项目的总体目的是在支持K-2教师的背景下加强和检查PD与学生学习之间的联系。研究问题涉及数学知识和教练在与教师合作时使用的关键有效、以公平为中心的实践，以及诚信使用的程度，以及随着时间的推移改进的程度。这项研究还将着眼于学校管理人员需要知道和做些什么来支持高质量的数学教学，并将项目的想法付诸实践。此外，本研究还考察了对教师的知识、信念和数学话语实践的影响，以及对学生数学学习的影响，并关注了新兴的多语言学习者。本研究是一种实验设计，将学校团队随机分配到新开发的专业发展条件和先前迭代的专业发展条件中。将收集数据以了解增强模型的影响，包括教练周期的视频记录、对领导者的访谈、教师知识的测量、课堂教学的观察和学生成绩分数。该项目的最终产品将包括一套经过经验检验和循证的混合计划，其中包括专业学习材料，用于不同的受众和工具，以支持他们的工作：(1)教师的专业发展，(2)PD领导者的Facilitator准备，(3)教学教练的教练准备，以及(4)学校管理人员的aim -领导力准备。所有这些教材都将按照规模进行设计，并可在全国各地甚至更远的地区使用，以改变教师的教学方式和每一位K-2学生的数学理解。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、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实证依据。该奖项反映了美国国家科学基金会的法定使命，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。