Collaborative Research: Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-based Coaching

合作研究：通过基于评分标准的辅导支持教师开展公平的数学教学

• 批准号: 2317284
• 负责人: Jonee Wilson
• 金额: $ 114.64万
• 依托单位: University of Virginia Main Campus
• 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: 2023-03-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2317284&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Teachers; Develop

Creating supportive middle school mathematics learning spaces that foster students' self-efficacy and mathematics learning is a critical need in the United States. This need is particularly urgent for mathematics classrooms with students who have been historically marginalized in such spaces. While many instructional improvement efforts have focused on broadening access to mathematical ideas, fewer efforts have paid explicit attention to the ways instructional practices may serve to marginalize students. Supporting teachers in identifying and refining their equitable mathematics instructional practices is a persistent challenge. This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project's work integrates the EAR-MI rubrics into the MQI Coaching model with 24 middle grades mathematics coaches supporting 72 teachers at grades 5-8. The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.The project makes use of a delayed-treatment experimental design to investigate effects on teacher beliefs and practices and student achievement and sense of belonging. A cohort of 14 coaches are randomly selected to participate in the coaching in Years 2 and 3, with the remaining 10 coaches assigned to a business-as-usual model in Year 2 and engaging in the training in Year 3. Coaches engage in a 4-day summer training to become acquainted with the model with coaching cycles and follow-up meetings during the school year. Each coach will engage teachers in 8-10 coaching cycles in treatment years. Data on the nature of the coaching includes logs and surveys from the coaches. Teachers submit surveys related to their beliefs and practices and two lessons each at the start and end of the academic year for analysis. Student assessment data, course grades, and administrative data, combined with survey data from students on classroom belonging and perceptions of ability and confidence in mathematics, are used to describe student outcomes. Teacher outcomes are captured through the analysis of classroom video, surveys about ethnic-racial identity and racial attitudes, beliefs about students and instruction, and beliefs about and efficacy for culturally responsive teaching. The project uses a set of survey measures with established reliability and validity, adapting some instruments to include specific indicators related to the equity and access rubrics. Analysis of the data uses a multi-level model accounting for the clustering of teachers within schools and students within classrooms and schools.This project is funded by the Discovery Research PreK-12 (DRK-12) Program and the Established Program to Stimulate Competitive Research (EPSCoR). The DRK-12 program 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.

创造支持性的中学数学学习空间，培养学生的自我效能感和数学学习是美国的一个关键需求。这一需求对于数学教室来说尤其迫切，因为学生在历史上一直被边缘化。虽然许多教学改进的努力都集中在扩大获得数学思想，较少的努力已经明确关注的方式教学实践可能会被边缘化的学生。支持教师确定和完善他们的公平数学教学实践是一个持续的挑战。该项目汇集了一个成功的数学基于规则的教练模式（MQI教练）和经验开发的观察工具，专注于以公平为重点的教学实践，公平和数学教学（EAR-MI）访问规则。该项目的工作将EAR-MI规则整合到MQI教练模型中，由24名中学数学教练支持5-8年级的72名教师。本研究旨在探讨辅导模式对教师信念、教学实践、学生数学成就和数学归属感的影响。本研究还探讨了教师的态度和信念如何影响他们的参与，以及教师从参与辅导模式中获得了什么。本研究采用延迟处理实验设计，探讨了教师的信念和实践以及学生的成就和归属感的影响。随机选择14名教练参加第2年和第3年的辅导，其余10名教练在第2年被分配到照常模式，并在第3年参加培训。教练参加为期4天的夏季培训，熟悉该模型，并在学年期间进行辅导周期和后续会议。每名教练将在治疗年的8-10个辅导周期中与教师合作。关于教练性质的数据包括来自教练的日志和调查。教师提交有关他们的信念和做法的调查，并在学年开始和结束时各上两节课，以供分析。学生的评估数据，课程成绩和管理数据，结合调查数据，从学生的课堂归属感和对数学能力和信心的看法，用来描述学生的成果。教师的成果是通过课堂录像的分析，关于民族-种族身份和种族态度的调查，对学生和教学的信念，以及对文化敏感的教学的信念和功效。该项目采用了一套具有既定可靠性和有效性的调查措施，并对一些工具进行了调整，以纳入与公平和机会标题有关的具体指标。数据分析使用了一个多层次的模型，该模型考虑了学校内教师和教室和学校内学生的聚类。该项目由发现研究PreK-12（DRK-12）计划和刺激竞争研究的既定计划（EPSCoR）资助。DRK-12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。