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: 2344791
• 负责人: Jessica Riccio
• 金额: $ 15.78万
• 依托单位: Teachers College, Columbia 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=2344791&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有效的STEM教师的需求，这些教师可以留在高需求的学校。本研究将调查教师候选人和新教师参与基于视频的STEM课堂分析的影响，目的是建立注意到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个机构的教师准备计划，让大约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STEM教师有效性和高需求学校保留率的影响。该项目有可能产生新的见解，这种模式使用基于视频的分析，以准备和保留高需求学校的有效STEM教师，具有包容性STEM教学技能。该项目在范德比尔特大学，德克萨斯州州立大学圣马科斯，哥伦比亚大学师范学院，西切斯特大学，北方爱荷华州大学，路易斯安那州州立大学，肯尼索州立大学包括与我们七个研究地点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）如何K-12教师的专业愿景公平的科学教学随着时间的推移变化，通过基于视频的考试实践从教师教育通过诱导？以及，2）教师通过基于视频的实践考试发展公平科学教学的专业愿景与他们在高需求学校的有效性和保留率有什么关系？使用基于设计的研究方法，两批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，支持公平科学教学的专业愿景，作为他们科学方法课程和实地经验的一部分。然后，将在高需求学区对选定的教师进行上岗培训，并继续通过联网视频俱乐部提供支持。STEM教学的直接观察，以及教师自我效能和公平教学实践的调查措施，将用于评估STEM教师的有效性。对教师留在职业和社会网络分析的意图的调查将用于评估对STEM教师保留的潜在影响。此外，该项目旨在根据视频分析讨论，教师访谈和教师准备活动的书面工件的记录，在七个地点和多个地理区域开发跨地点，纵向案例研究。该项目有希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计划所适应。这个轨道4：诺伊斯研究项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。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。