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NSF资助的两个项目的基础上，包括在数学K-2新扩展专业学习计划中的All将开发和研究数学专业发展增强模式对K-2学生学习的影响，方法是在现有的专业发展模式基础上增加对教练和领导者的支持。该项目正在设计一个以网络为基础、由地区主导的专业发展实施方案，重点是改进K-2课堂中的数学话语实践，特别关注新出现的多语种学习者。对该项目的早期研究表明，该项目对K-2教师的知识、信念和实践产生了影响。本项目将研究其他组成部分，特别是辅导和领导支持，是否会增加PD对教师和教学的影响，从而在学生数学学习方面产生可检测到的变化，当使用最新的评估工具进行衡量时。该项目还将加强对公平的关注，支持教师注意到数学教与学的主要和关键部分。大学教师、教育研究人员和以前的辅导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。该项目的主要目的是在支持K-2教师的背景下加强和检查PD和学生学习之间的联系。研究问题询问教练在与教师的工作中使用的数学知识和关键的、有效的、注重公平的做法，这些做法在多大程度上得到了诚实的使用，以及随着时间的推移，它们在多大程度上有所改善。这项研究还将着眼于学校管理者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种学习者。本研究是一项实验设计，将学校团队随机分配到新发展的专业发展条件或与先前专业发展迭代的条件下。将收集数据以了解增强模式的影响，并将包括对指导周期的视频记录、与领导人的访谈、教师知识的测量、课堂教学观察和学生成绩得分。该项目的最终产品将包括一套经验证和循证的混合计划，其中包括专业学习材料，供不同受众使用，并使用工具支持他们的工作：(1)教师的专业发展，(2)为PD领导人准备辅导员，(3)为教学教练准备教练，以及(4)为学校管理人员提供AIM-领导力培训。所有这些教材都将按规模设计，并可在全国任何地区和其他地区使用，以改变教师的教学和每个K-2学生对数学的理解。探索研究预科-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K-12年级学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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经验上的证明。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。