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Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education

合作研究：培养和研究 K-12 教师领导者实施反偏见数学教育

基本信息

批准号：
2302773
负责人：
Cathery Yeh
金额：
$ 65.4万
依托单位：
University of Texas at Austin
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：
2023-01-01 至 2025-12-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2302773&HistoricalAwards=false
关键词：
Collaborative Research Developing Researching 12

项目摘要

There is increased recognition that engaging all students in learning mathematics requires an explicit focus on anti-bias mathematics teaching. Teachers, even with positive intentions, have biases, causing them to treat students differently and impacting how they distribute students’ opportunities to learn in K-12 mathematics classrooms. Research is needed to examine models of mathematics teacher professional development that explicitly addresses bias reduction. The goal of this project is to study the design and development of community-centered, job-embedded professional development for classroom teachers that supports bias reduction. The project team will partner with three school districts serving racially, ethnically, linguistically, and socio-economically diverse communities, for a two-year professional development program. The aim is to reduce bias through: analyzing and designing mathematics teaching with colleagues, students, and families to create classrooms and schools based on community-centered mathematics; engaging in anti-bias teaching routines; and building relationships with parents, caretakers, and community members. The project team will study teacher leader professional development, including the professional development model, framework, and tools, along with what teacher leaders across district contexts and grade-levels take up and use in their instructional practice. This will potentially have wider implications for supporting more equitable mathematics teaching and leadership. Project activities, resources, and tools will be shared with the broader community of mathematics educators and researchers for use in other contexts. The goal of this two-phase, design based research project is to iteratively design and research teacher leaders’ (TLs) participation in community-centered, job-embedded professional development and investigate their subsequent impact on classrooms, schools, and districts. The project builds on the existing Math Studio professional development model to create a Community Centered Math Studio, integrating the Anti-bias Mathematics Education Framework into the work. The project seeks to understand how the professional development model supports the development of teacher leaders' knowledge, dispositions, and practices for teaching and leading anti-bias mathematics education, and how teachers' subsequent classroom practice can cultivate students' mathematical engagement, discourse, and interests. The project will measure aspects of teacher knowledge and classroom practice by integrating existing classroom observation rubrics and STEM interest surveys to assess the impact on teacher classroom practice and student outcomes. The project will engage 12 TLs and approximately 60 additional teachers working with those TLs in two years of professional development using the Community Centered Math Studio Model to support anti-bias mathematics teaching. Data will be collected for all teachers related to their participation in the professional learning, with six teachers being followed for additional data collection and in-depth case studies. The project's outcomes will contribute to theories of how TLs build adaptive expertise for teaching and leading to reduce bias in classrooms, departments, schools, and districts. In addition, the project will contribute new and adapted research instruments on anti-bias teaching and leading. The research outcomes will add to the growing research base that describes the nature of equitable mathematics teaching in K-12 classrooms and increases access to meaningful mathematics for students, teachers, and communities.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.

越来越多的人认识到，让所有学生学习数学需要明确注重反偏见的数学教学。教师，即使有积极的意图，也有偏见，导致他们以不同的方式对待学生，并影响他们如何分配学生在K-12数学教室学习的机会。需要研究数学教师专业发展的模式，明确解决偏见减少。本项目的目标是研究以社区为中心，工作嵌入式专业发展的课堂教师，支持偏见减少的设计和开发。该项目团队将与三个学区合作，为种族，民族，语言和社会经济多样化的社区提供服务，为期两年的专业发展计划。其目的是通过以下方式减少偏见：与同事，学生和家庭一起分析和设计数学教学，以创建以社区为中心的数学教室和学校;参与反偏见教学程序;与家长，看护人和社区成员建立关系。该项目小组将研究教师领导者的专业发展，包括专业发展模式，框架和工具，沿着教师领导者跨地区背景和年级采取和使用在他们的教学实践。这可能会对支持更公平的数学教学和领导力产生更广泛的影响。项目活动、资源和工具将与更广泛的数学教育工作者和研究人员共享，以供在其他情况下使用。这个两阶段，设计为基础的研究项目的目标是迭代设计和研究教师领导（TL）参与以社区为中心，嵌入工作的专业发展，并调查其随后对教室，学校和地区的影响。该项目建立在现有的数学工作室专业发展模式，以创建一个社区为中心的数学工作室，将反偏见数学教育框架融入工作。该项目旨在了解专业发展模式如何支持教师领导者的知识，性格和实践教学和领导反偏见数学教育的发展，以及教师随后的课堂实践如何培养学生的数学参与，话语和兴趣。该项目将通过整合现有的课堂观察规则和STEM兴趣调查来衡量教师知识和课堂实践的各个方面，以评估对教师课堂实践和学生成果的影响。该项目将在两年的专业发展中使用以社区为中心的数学工作室模型，以支持反偏见的数学教学。将收集所有教师参与专业学习的相关数据，并对六名教师进行跟踪，以收集更多数据和进行深入的案例研究。该项目的成果将有助于理论的TL如何建立适应性的专业知识的教学，并导致减少偏见的教室，部门，学校和地区。此外，该项目还将为反偏见教学和领导提供新的和经过调整的研究工具。研究成果将增加不断增长的研究基础，描述K-12课堂公平数学教学的性质，并增加学生，教师和社区获得有意义的数学的机会。发现研究preK-12计划（DRK-12）旨在显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学，通过研究和开发创新资源、模式和工具。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。