A Developmental Model to Understand the Process of Instructor Implementation of Evidence-Based Teaching Practices

理解教师实施循证教学实践过程的发展模型

• 批准号: 2235966
• 负责人: Michelle Withers
• 金额: $ 6.63万
• 依托单位: SUNY at Binghamton
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-02-01 至 2026-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235966&HistoricalAwards=false
• 关键词: Developmental; Model; Understand; Process; Instructor

This project aims to serve the national interest by creating a model for evidence-based teaching (EBT) training to better facilitate instructors’ transfer of professional development training into STEM classrooms. Researchers at three institutions (Yale University, SUNY-Binghamton, and the University of Connecticut) will collaborate to investigate why, after taking part in professional development (PD) programs on EBT, some participants continue to climb the "implementation curve" while others revert to previous strategies. Moving away from a binary perspective of "implementers" and "non-implementers," this study aims to uncover how instructors translate professional development training into classroom implementation. It will also aim to identify specific ways of providing instructors support between the time of their EBT training and the anticipated classroom implementations. The faculty participating in the study are affiliated with twenty-one institutions including one community college, two master’s granting institutions, three baccalaureate colleges, ten high research activity (R1) universities, and five high research activity (R2) universities. Such institutional diversity holds promise to add to the generalizability of the project’s findings.This project intends to systematically identify themes of faculty EBT implementation, build a model of the implementation process, test the model, disseminate findings to improve PD programs, and locate associated measures so that implementation can be assessed. This will be accomplished through a mixed-methods approach that includes surveying and interviewing EBT-trained instructors, creating and content-validating a model of EBT implementation, and developing a “model to measures” inventory that locates measures associated with implementation stages. Insights from the project should clarify the change process for instructors, as well as aid professional developers in revising and evaluating their programs to better support instructors as they embark on their transformation journeys at their home institutions. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过创建循证教学（EBT）培训模型来服务国家利益，更好地促进教师将专业发展培训转移到STEM课堂。三个机构（耶鲁大学、纽约州立大学宾厄姆顿分校和康涅狄格大学）的研究人员将合作调查为什么在参加 EBT 专业发展 (PD) 项目后，一些参与者继续攀登“实施曲线”，而另一些参与者则恢复到以前的策略。这项研究摆脱了“实施者”和“非实施者”的二元视角，旨在揭示教师如何将专业发展培训转化为课堂实施。它还旨在确定在 EBT 培训和预期课堂实施之间为教师提供支持的具体方式。参与这项研究的教师隶属于二十一个机构，包括一所社区学院、两所硕士学位授予机构、三所学士学位学院、十所高研究活动（R1）大学和五所高研究活动（R2）大学。这种机构多样性有望增加该项目研究结果的普遍性。该项目旨在系统地确定教师 EBT 实施的主题，建立实施过程的模型，测试模型，传播研究结果以改进 PD 项目，并确定相关措施，以便评估实施情况。这将通过混合方法来完成，包括调查和采访接受过 EBT 培训的讲师、创建 EBT 实施模型并对其内容进行验证，以及开发“衡量模型”库存来定位与实施阶段相关的衡量标准。该项目的见解应该阐明教师的变革过程，并帮助专业开发人员修改和评估他们的计划，以便在教师开始其所在机构的转型之旅时更好地支持他们。 NSF IUSE：EHR 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。通过其参与的学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。