Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention

合作研究：调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响

• 批准号: 2344789
• 负责人: Heather Johnson
• 金额: $ 24.48万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2344789&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; Impact; Video

The project aims to serve the national need for developing effective STEM teachers who could be retained in high-need schools. This research will investigate the impact of engaging teacher candidates and new teachers in video-based analysis of STEM classrooms with the goal of building skills in noticing inclusive approaches to STEM teaching. The project aims to engage ~200 future and current STEM teachers in video-based analysis through teacher preparation programs at seven institutions geographically spread across the country. The research is designed to investigate the impact of this video-based approach on STEM teacher effectiveness and retention in high-need schools. The project has the potential to produce new insights about this model of using video-based analysis for preparing and retaining effective STEM teachers in high-need schools with skills in inclusive STEM teaching.This project at Vanderbilt University, Texas State University San Marcos, Teachers College Columbia University, West Chester University, University of Northern Iowa, Louisiana State University, and Kennesaw State University includes partnerships with high-need school districts local to each of our seven research sites. The project aims to address the following research questions: 1) How does K-12 teachers’ professional vision for equitable science teaching change over time through video-based examinations of practice from teacher education through induction? and, 2) How does teachers’ development of professional vision for equitable science teaching through video-based examinations of practice relate to their effectiveness and retention in high-need schools? Using a design-based research approach, two cohorts of prospective science teachers will engage in learning opportunities that support professional vision for equitable science teaching through video-based examinations of practice as part of their science methods coursework and field experiences. Selected teachers will then be followed into their induction year(s) at high-need school districts and continue to be provided support through networked video clubs. Direct observations of STEM teaching, as well as survey measures of teacher self-efficacy and equitable teaching practices, will be used to assess STEM teacher effectiveness. Surveys of teacher intentions to remain in the profession and social network analysis will be used to evaluate potential impacts on STEM teacher retention. Additionally, the project aspires to develop cross-site, longitudinal case studies across the seven sites and multiple geographic regions based on recordings of video analysis discussions, teacher interviews, and written artifacts from teacher preparation activities. The project has the promise of developing and evaluating a model for cultivating equitable noticing skills among STEM teacher candidates that could adapted by other STEM teacher preparation and professional development programs. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家对培养高效STEM教师的需求，这些教师可以留在高需求学校。本研究将调查让教师候选人和新教师参与基于视频的STEM课堂分析的影响，目的是培养注意STEM教学包容性方法的技能。该项目旨在通过分布在全国各地的七所院校的教师培训项目，让约200名未来和现任STEM教师参与基于视频的分析。该研究旨在调查这种基于视频的方法对高需求学校STEM教师效率和留任的影响。该项目有可能对这种模式产生新的见解，即使用基于视频的分析为高需求学校培养和留住具有包容性STEM教学技能的高效STEM教师。范德比尔特大学、德克萨斯州立大学圣马科斯分校、哥伦比亚大学师范学院、西切斯特大学、北爱荷华大学、路易斯安那州立大学和肯尼索州立大学的这个项目包括与我们七个研究地点所在的高需求学区的合作伙伴关系。该项目旨在解决以下研究问题：1)通过基于视频的教师教育实践考试，K-12教师对公平科学教学的专业愿景如何随着时间的推移而变化？2)教师通过基于视频的实践考试来发展公平科学教学的专业视野，这与他们在高需求学校的有效性和保留率有何关系？使用基于设计的研究方法，两组未来的科学教师将参与学习机会，通过基于视频的实践考试作为他们科学方法课程和实地经验的一部分，支持公平科学教学的专业愿景。随后，被选中的教师将在高需求学区接受培训，并继续通过网络视频俱乐部获得支持。对STEM教学的直接观察，以及教师自我效能感和公平教学实践的调查措施，将用于评估STEM教师的有效性。教师留任意向调查和社会网络分析将用于评估对STEM教师留任的潜在影响。此外，该项目希望基于视频分析讨论、教师访谈和教师准备活动的书面文物的记录，在七个地点和多个地理区域开展跨地点、纵向的案例研究。该项目有望开发和评估一个培养STEM教师候选人公平注意技能的模型，该模型可以被其他STEM教师准备和专业发展项目所适应。本Track 4: Noyce研究项目由Robert Noyce教师奖学金计划（Noyce）支持。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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。