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

在美国，创建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一个关键的需求。对于数学教室来说，这种需求尤其迫切，因为学生历来在这些空间中被边缘化。虽然许多教学改进的努力都集中在拓宽数学思想的获取途径上，但很少有努力明确关注教学实践可能会使学生边缘化的方式。支持教师识别和改进他们的公平数学教学实践是一项持久的挑战。该项目结合了一个成功的基于数学规则的指导模型（MQI教练）和一个实证开发的观察工具——数学教学公平和获取规则（EAR-MI），该工具侧重于以公平为重点的教学实践。该项目的工作是将EAR-MI规则整合到MQI指导模型中，由24名中年级数学教练支持72名5-8年级的教师。本项目测量了辅导模式对教师信念和教学实践的影响，以及对学生数学成绩和数学归属感的影响。该项目还调查了教师的态度和信念如何影响他们的参与，以及教师从参与教练模式中获得了什么。本项目采用延迟治疗实验设计来研究教师信念与实践对学生成绩和归属感的影响。随机抽取14名教练参加二年级和三年级的培训，其余10名教练在二年级按常规模式进行培训，在三年级进行培训。教练员参加为期4天的夏季培训，通过辅导周期和学年期间的后续会议来熟悉该模型。每个教练将在8-10个治疗年的指导周期内与教师进行交流。关于教练性质的数据包括教练的日志和调查。教师们在学年开始和结束时分别提交与他们的信仰和实践有关的调查和两节课，以供分析。学生评估数据、课程成绩和行政数据，结合学生对课堂归属和对数学能力和信心的看法的调查数据，用于描述学生的成果。通过对课堂视频的分析、对种族认同和种族态度的调查、对学生和教学的信念以及对文化响应式教学的信念和有效性，可以捕捉到教师的成果。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，以纳入与公平和获取准则有关的具体指标。对数据的分析使用了一个多级模型，该模型考虑了学校内的教师和教室和学校内的学生的聚类。该项目由探索研究PreK-12 （DRK-12）计划和促进竞争研究的既定计划（EPSCoR）资助。DRK-12项目旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-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实证依据。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。

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.