Experiments in teacher professional learning: Testing design features that accelerate instructional improvement in mathematics

教师专业学习实验：测试加速数学教学改进的设计特征

• 批准号: 2200634
• 负责人: John Papay
• 金额: $ 294.93万
• 依托单位: Brown 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: 2022-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200634&HistoricalAwards=false
• 关键词: Experiments; teacher; professional; learning; Testing

Teacher professional learning is a critical part of the mathematics education landscape. For decades, professional learning has been the primary strategy for developing the skills of the teaching workforce and changing how teachers interact with students in classrooms around academic content. Professional learning also can be expensive for districts, both financially and in terms of teacher time. Given these investments, most school leaders wish to spend their professional development dollars efficiently, making decisions about professional learning design that maximize teacher and student learning. However, despite more than two decades of rigorous research on professional learning programs, practitioners have little causal evidence on which professional learning design features work to accelerate teacher learning. This project seeks to identify features of teacher professional learning experiences that lead to better mathematics outcomes for both teachers and students. The project explores this central question through a series of randomized experiments in a range of districts across the country. The project leverages a research-practice partnership known as the Research Partnership for Professional Learning (RPPL) that brings together large-scale providers of math curriculum-focused professional development with researchers at Brown and Harvard Universities. Together, researchers and RPPL collaborators will conduct experimental A/B tests of professional learning features indicated as promising by both theory and, where available, prior evidence. Because these experiments will be housed within RPPL providers’ regularly-provided services to districts, experiments can be conducted efficiently and generate knowledge quickly. The project seeks to explore three critical topics and whether they make a difference in the efficacy of the teacher professional learning: whether to emphasize conceptual or concrete approaches to teacher change; ways to enhance teacher agency in professional learning settings; and ways to increase the persistence—or “stickiness”—of teacher learning. The project will model changes using data sources that include measures of teacher instructional practice, student learning, and artifacts from the professional learning enactments.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.

教师专业学习是数学教育领域的重要组成部分。几十年来，专业学习一直是发展教师队伍技能和改变教师与学生在课堂上围绕学术内容互动的主要策略。专业学习对地区来说也是昂贵的，无论是在财政上还是在教师时间上。考虑到这些投资，大多数学校领导希望有效地使用他们的专业发展资金，对专业学习设计做出决策，最大限度地提高教师和学生的学习。然而，尽管对专业学习计划进行了二十多年的严格研究，但从业者几乎没有因果关系的证据表明专业学习设计功能有助于加速教师学习。本项目旨在确定教师专业学习经验的特点，从而为教师和学生带来更好的数学成果。该项目通过在全国各地的一系列地区进行一系列随机实验来探讨这一核心问题。该项目利用了被称为专业学习研究伙伴关系（RPPL）的研究实践伙伴关系，该伙伴关系将以数学为重点的专业发展的大型提供商与布朗大学和哈佛大学的研究人员聚集在一起。研究人员和RPPL合作者将共同进行实验性的A/B测试的专业学习功能表明，作为有前途的理论和，在可用的情况下，以前的证据。由于这些实验将被安置在RPPL供应商定期提供的服务，以地区，实验可以有效地进行，并迅速产生知识。该项目旨在探讨三个关键的主题，以及他们是否使不同的教师专业学习的功效：是否强调概念或具体的方法来改变教师;如何提高教师机构在专业学习设置;以及如何增加持久性或“粘性”的教师学习。该项目将使用包括教师教学实践，学生学习和专业学习法规的工件测量在内的数据源对变化进行建模。发现研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具。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。