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.

在两个先前的NSF资助的项目的基础上，所有包含在数学K-2新扩展专业学习计划将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，通过增加对教练和领导者的支持现有的专业发展模型。该项目正在设计一个基于网络的，地区主导的专业发展实施，重点是改善数学话语的做法在K-2教室，特别关注新兴的多语言学习者。早期的研究表明，该计划对K-2教师的知识，信念和实践的影响。本项目将研究是否额外的组件，特别是教练和领导的支持，增加PD对教师和教学的影响，产生可检测的变化，在学生的数学学习时，用近端评估工具测量的方式。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。大学教师、教育研究人员、先前的促进者和来自学区的参与者之间的项目伙伴关系将开发和实地测试额外的教练和领导组件。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和学生学习之间的联系。研究问题询问了教练在与教师合作中使用的数学知识和关键有效的、以公平为中心的实践，他们在多大程度上被完整地使用，以及他们随着时间的推移在多大程度上得到改善。该研究还将探讨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，并将该项目的想法付诸实践。此外，本研究还探讨了对教师的知识，信念和数学话语实践的影响，以及对学生的数学学习，关注新兴的多语言学习者。本研究是一项实验设计，其中学校团队被随机分配到新开发的专业发展条件或与专业发展的先前迭代的条件。将收集数据，以了解增强模型的影响，并将包括辅导周期的视频记录，与领导人的访谈，教师知识的措施，课堂教学的观察，和学生的成绩分数。该项目的最终产品将包括一套经过实验测试和循证的混合计划，其中包括用于不同受众的专业学习材料和支持其工作的工具：（1）教师专业发展，（2）PD领导者的促进者准备，（3）教学教练的教练准备，以及（4）学校管理人员的目标领导力准备。所有这些材料都将按比例设计，可在全国任何地区及其他地区使用，以改变教师的教学和每个K-2学生的数学理解。发现研究preK-12计划（DRK-12）旨在显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学，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。