Collaborative Research: Hearing Each Other's Voices: Community Models for Professional Learning for Teachers, STEM Coaches, and Researchers

教育和学习科学面临的一个长期挑战是相互共享研究人员和教师的独特知识库。该项目的目标是支持教师、STEM教练和研究人员分享这些知识，以便他们能够相互学习。STEM教练与老师一起工作，专注于学校的科学和技术。它们还将起到连接K-12学校和研究人员的作用，并将在教师和研究人员之间发挥关键作用。最终，将创建一个专业的学习社区，将这三个群体聚集在一起。学习社区的目的之一是选择和调整以研究为基础的做法，以应对当地的变化。学习社区还将共同创建研究-练习简报，这些简报是对研究的简短书面总结，为教学提供有用的知识和指导。一个重要的贡献是创建研究-实践简报，总结研究人员和实践者的意见，以便原则性适应可以更容易地应用于实践。该项目采用社会文化视角，使用文化历史活动理论来分析研究人员、教师和STEM教练之间将发生的互动。研究问题如下。首先，研究人员和STEM教练如何共同构建支持他们学习和知识传播的产品？其次，STEM教练如何帮助教师将实践适应他们的课堂？第三，哪些背景因素支持或阻碍采用以研究为基础的做法？在回答这些问题时，该项目将纳入STEM教练、教师和研究人员的观点，并努力了解这种新的专业学习社区模式如何在学校和地区范围内发挥作用。研究和开发计划将使用混合方法方法，使用观察数据(例如，实地笔记、视频)、书面人工制品和访谈，以了解新的扩展学习社区内的不同互动系统。探索研究PRK-12项目(DRK-12)旨在通过研究和开发创新资源、模式和工具，显著提高Pre-K-12学生和教师的科学、技术、工程和数学(STEM)的学习和教学。 -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。该奖项反映了美国国家科学基金会的法定使命，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。

A long-standing challenge for education and learning sciences is sharing the distinct knowledge bases of researchers and teachers with each other. The goal of this project is to support teachers, STEM coaches, and researchers in sharing that knowledge so that they can learn from one another. The STEM coaches work with teachers and are focused on science and technology in the schools. They will also serve to connect K-12 schools and researchers, and will play a critical role in bridging between the teachers and researchers. Ultimately, a professional learning community will be created to bring the three groups together. One purpose of the learning community will be to select and adapt research-based practices that address local changes. The learning community will also work together to create research-practice briefs that are short written summaries of research that provides useable knowledge and guidance for teaching and learning. An important contribution is creating research-practice briefs that summarize research with input from both researchers and practitioners so that principled adaptations can be applied more easily in practice. The project takes a sociocultural perspective using cultural historical activity theory to analyze the interactions that will occur between researchers, teachers, and STEM coaches. The research questions are as follows. First, how can researchers and STEM coaches jointly construct products that support their learning and knowledge diffusion? Second, how do STEM coaches help teachers adapt practices to their classrooms? Third, what contextual factors support or impede the adoption of research-based practices? While answering these questions, the project will incorporate the perspectives of STEM coaches, teachers, and researchers and work to understand how this new professional learning community model can work within school and district contexts. The research and development plan will use a mixed methods approach using observational data (e.g., field notes, video), written artifacts, and interviews to understand the different interacting systems within the new expansive learning community. 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.