Improving Rural Middle Grades Mathematics Instruction through a Statewide Teacher-Researcher Alliance
通过全州教师-研究人员联盟改善农村中年级数学教学
基本信息
- 批准号:2300532
- 负责人:
- 金额:$ 274.35万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2023
- 资助国家:美国
- 起止时间:2023-09-01 至 2027-08-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
This project establishes a statewide teacher-researcher alliance of mathematics teachers and teacher-leaders in Idaho, who will work with teacher educators at two universities with expertise in professional development and school-based research. The research focuses on two research-based strategies for improving students’ mathematics achievement. The first, Explicit Attention to Concepts, draws students’ attention specifically to the meaning of mathematical ideas while making connections between different ways to represent the content. The second, Students’ Opportunities to Struggle, helps students make sense of graspable new concepts through supported problem solving with peers, highlighting ways to overcome confusion, stimulate personal sense-making, build perseverance, and promote openness to challenge. The work builds on prior investigations of how the two instructional strategies can be sequenced to promote student learning in middle grades mathematics, and an experimental research design will be used to compare outcomes of two promising professional development models for supporting rural teachers’ adoption and adaptation of instructional strategies for their classrooms.The project has five key features for building scientific understanding of effective mathematics instruction in rural settings. First, the project brings together rural teachers to foster authentic community around shared work of improving student learning. Second, professional learning and instructional support for teachers promote adoption and implementation of effective instructional practices in the crucial settings of grades 6-8 mathematics classrooms. Third, the project centers shared responsibility and autonomy through a statewide teacher-researcher alliance structure. Fourth, the project studies two high quality math professional development structures at scale for rural teachers: at-a-distance professional development facilitated by a centralized specialist, and in-person professional development facilitated by a local teacher-leader. Finally, the nested mixed methods research design compares the two professional development approaches across a range of outcomes including teachers’ beliefs and instructional practices, as well as growth in their students’ engagement and learning in mathematics. The experiment includes randomized assignment of middle grades mathematics teachers (N = 90 teachers, 20,000 students) to professional development conditions, with control procedures for sampling, quality of professional development, and cycles of classroom-based instructional improvement. Dissemination will reach local, state, and national teacher education communities, and materials and findings will support future adoption of assets-based, teacher-centered research and development partnerships. The project is supported by the Discovery Research preK-12 program (DRK-12), which 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.
该项目在爱达荷州建立了一个全州范围的数学教师和教师领导者教师-研究者联盟,他们将与两所大学的教师教育工作者合作,在专业发展和校本研究方面具有专长。本研究主要探讨了两种提高学生数学成绩的研究性策略。第一,明确注意概念,提请学生注意具体的意义,数学思想,同时使不同的方式之间的联系,以代表内容。第二,学生的机会奋斗,帮助学生通过支持与同龄人解决问题,突出如何克服困惑,刺激个人意义的形成,建立毅力,促进开放的挑战,理解可理解的新概念。这项工作建立在先前的调查,如何这两个教学策略可以排序,以促进学生学习中年级数学,本研究将采用一项实验研究设计,比较两种有前途的专业发展模式的结果,以支持农村教师采用和适应课堂教学策略。在农村环境中学习。首先,该项目将农村教师聚集在一起,围绕改善学生学习的共同工作培养真正的社区。第二,教师的专业学习和教学支持,促进通过和实施有效的教学实践中的关键设置6 - 8年级数学教室。第三,项目中心通过全州范围的教师-研究人员联盟结构分担责任和自主权。第四,该项目研究了两个高质量的数学专业发展结构的规模为农村教师:在一个远程专业发展促进了集中的专家,并在人的专业发展促进了当地教师领导。最后,嵌套混合方法的研究设计比较了两种专业发展方法在一系列的成果,包括教师的信念和教学实践,以及在他们的学生的参与和学习数学的增长。实验包括随机分配的中年级数学教师(N = 90名教师,20,000名学生)的专业发展条件,控制程序的抽样,专业发展的质量,并以课堂为基础的教学改进的周期。传播将达到地方,州和国家教师教育社区,材料和调查结果将支持未来采用基于资产,以教师为中心的研究和发展伙伴关系。该项目由发现研究preK-12计划(DRK-12)支持,该计划旨在通过研究和开发创新资源,模型和工具,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。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。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Joe Champion其他文献
The Effects of Mathematics Professional Development on Elementary Student Achievement
数学专业发展对小学生成绩的影响
- DOI:
10.1007/s10763-021-10184-z - 发表时间:
2021 - 期刊:
- 影响因子:2.2
- 作者:
Jonathan L. Brendefur;Joe Champion;Sam Strother;K. Thiede;R. Osguthorpe - 通讯作者:
R. Osguthorpe
COLLEGE ALGEBRA STUDENTS’ ATTITUDES TOWARD MATHEMATICS IN THEIR CAREERS
- DOI:
10.1007/s10763-010-9246-z - 发表时间:
2010-10-13 - 期刊:
- 影响因子:2.100
- 作者:
Joe Champion;Frieda Parker;Bernadette Mendoza-Spencer;Ann Wheeler - 通讯作者:
Ann Wheeler
Efficient Assessment of Students’ Proportional Reasoning
学生比例推理的有效评估
- DOI:
- 发表时间:
2022 - 期刊:
- 影响因子:1.5
- 作者:
Michele B. Carney;Katie Paulding;Joe Champion - 通讯作者:
Joe Champion
Pathways to Calculus in U.S. High Schools
美国高中微积分的途径
- DOI:
10.1080/10511970.2017.1315473 - 发表时间:
2018 - 期刊:
- 影响因子:0
- 作者:
Joe Champion;V. Mesa - 通讯作者:
V. Mesa
Improving the accuracy of teachers' judgments of student learning
提高教师对学生学习判断的准确性
- DOI:
10.1016/j.tate.2018.08.004 - 发表时间:
2018 - 期刊:
- 影响因子:3.9
- 作者:
K. Thiede;Jonathan L. Brendefur;Michele B. Carney;Joe Champion;L. Turner;R. Stewart;R. Osguthorpe - 通讯作者:
R. Osguthorpe
Joe Champion的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
{{ truncateString('Joe Champion', 18)}}的其他基金
Community-Based STEM Pathways to Develop Idaho Professional Educators
基于社区的 STEM 途径培养爱达荷州专业教育工作者
- 批准号:
2243412 - 财政年份:2023
- 资助金额:
$ 274.35万 - 项目类别:
Continuing Grant
Improving Grades 6-8 students' mathematics achievement in modeling and problem solving through effective sequencing of instructional practices
通过有效的教学实践排序,提高 6-8 年级学生在建模和解决问题方面的数学成绩
- 批准号:
1907840 - 财政年份:2019
- 资助金额:
$ 274.35万 - 项目类别:
Continuing Grant
相似海外基金
Supporting Rural STEM Middle School Teachers and Career Counselors in the Development of Effective STEM Content and Career Development Experiences
支持农村 STEM 中学教师和职业顾问开发有效的 STEM 内容和职业发展经验
- 批准号:
2300747 - 财政年份:2023
- 资助金额:
$ 274.35万 - 项目类别:
Continuing Grant
RET Site: Project-Based Learning for Rural Alabama STEM Middle School Teachers in Machine Learning and Robotics
RET 网站:阿拉巴马州农村 STEM 中学教师机器学习和机器人技术的项目式学习
- 批准号:
2206977 - 财政年份:2022
- 资助金额:
$ 274.35万 - 项目类别:
Standard Grant
Using drone technology, communal motivation, and strength-based approaches to engage middle school female students from rural areas in STEM
利用无人机技术、集体动机和基于力量的方法让农村地区的中学生参与 STEM
- 批准号:
2146613 - 财政年份:2022
- 资助金额:
$ 274.35万 - 项目类别:
Standard Grant
STEM Sea, Air, and Land Remotely Operated Vehicle Design Challenges for Rural, Middle School Youth
农村中学生面临的 STEM 海、空、陆遥控车辆设计挑战
- 批准号:
1812913 - 财政年份:2019
- 资助金额:
$ 274.35万 - 项目类别:
Standard Grant
Rural Integrated STEM Education: Middle and High School Teacher Pathways Developed Through a Regional Alliance
农村综合 STEM 教育:通过区域联盟开发初中和高中教师途径
- 批准号:
1852893 - 财政年份:2019
- 资助金额:
$ 274.35万 - 项目类别:
Standard Grant
The Role of Knowledge Retrieval in Inference-making among Rural, Middle Grade Struggling Readers
知识检索在农村中学生推理中的作用
- 批准号:
10435063 - 财政年份:2018
- 资助金额:
$ 274.35万 - 项目类别:
A study of rural ceramic production in Western Japan - from Kofun period to Middle Ages -
对西日本乡村陶瓷生产的研究——从古坟时代到中世纪——
- 批准号:
17H02420 - 财政年份:2017
- 资助金额:
$ 274.35万 - 项目类别:
Grant-in-Aid for Scientific Research (B)
Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts
农村中年级数学教师同步在线专业学习体验
- 批准号:
1620911 - 财政年份:2016
- 资助金额:
$ 274.35万 - 项目类别:
Continuing Grant
Development health promotion program for late middle-aged individuals to support safely living in rural areas
制定中老年健康促进计划,支持农村地区安全生活
- 批准号:
16K12346 - 财政年份:2016
- 资助金额:
$ 274.35万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
Participation Restrictions in Young-Middle Adult Rural Breast Cancer Survivors
农村中青年乳腺癌幸存者的参与限制
- 批准号:
7895416 - 财政年份:2010
- 资助金额:
$ 274.35万 - 项目类别:














{{item.name}}会员




