Teacher Instructional Practices and Processes System (TIPPS): Cultural extension and testing as a feedback tool to improve pedagogical practices

教师教学实践和流程系统 (TIPPS)：文化延伸和测试作为改进教学实践的反馈工具

• 批准号: ES/T000406/1
• 负责人: Edward Seidman
• 金额: $ 12.9万
• 依托单位: New York University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FT000406%2F1
• 关键词: Teacher; Instructional; Practices; Processes; System

Research shows that effective teachers are the most important factor contributing to student achievement. Although curricula, reduced class size, funding, family, and community involvement all contribute to school improvement and student achievement, the most influential factor in the classroom is the teacher. Yet it has become clear that the professional development needed to support teachers and how effectively they function within classrooms is often lacking or ineffective. In many parts of the globe, teachers who need the most professional development (e.g. new or underqualified) often receive the least. Internationally, there is also a recognized need for improved instruments and methodologies to gauge elements of classroom quality and effective teaching. Particularly in low-income and fragile contexts, where many teaching personnel are underprepared and under resourced, more rigorously developed and culturally attuned observation tools have the potential to provide much needed feedback to teachers in a continuous cycle of improvement.In our previous RLO grant (Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project), we developed and validated the Teacher Instructional Practices and Processes System (TIPPS) with learning outcomes in secondary schools in Uganda. Using this observational tool, we examined the quality of teaching practices and classroom processes through live observations. Subsequently, we developed a pre-school version of the TIPPS in Ghana that was found to have meaningful associations with both learning and socio-emotional outcomes. We also piloted a primary school version of the TIPPS in India, where an NGO is using the TIPPS as a guide to provide teacher feedback. To date, we have not had the opportunity to systematically employ TIPPS as a feedback tool in a supportive fashion to improve teaching practices, student learning and teacher outcomes. Creating this cycle of continuous improvement is the goal of the present investigation, albeit in a new cultural context.To test this in the Honduran context is an idea that grew organically, thanks in large part to the yearly gatherings of RLO colleagues that allowed for cross-pollination of ideas and discussions on topics of interest. Since our first RLO meeting in London, we have been speaking with Erin Murphy-Graham and her team about how we could join forces to augment the impact of the Sistema de Aprendizaje Tutorial program (Tutorial Learning System or SAT) in Honduras. The current proposal represents one-half of two parallel, collaborative but separate investigations. Murphy-Graham's proposal seeks a deeper understanding of which SAT pedagogical practices are effective (as assessed by the TIPPS) in impacting student learning and social and emotional outcomes, as well as how pedagogical practices effect teacher motivation by examining an intensive SAT condition without the addition of feedback. In this way, she hopes to recommend improvements to her partners in the SAT program. Our parallel proposal, which would operate in tandem with her existing intervention work, serves to further our objectives to both extend TIPPS' cross-cultural reach and systematically test its use as a feedback tool in the context of an optimally supportive structure. Using the SAT programming, we seek to develop an empirically-based, robust feedback mechanism that cultivates improvement in a continuous cycle of change

研究表明，有效的教师是影响学生成绩的最重要因素。虽然课程设置、减少班级人数、资金、家庭和社区参与都有助于学校的进步和学生的成绩，但课堂上最具影响力的因素是教师。然而，很明显，支持教师所需的专业发展以及他们在课堂上的有效运作往往是缺乏或无效的。在全球许多地区，最需要专业发展的教师(例如，新教师或资历较低的教师)往往得到的最少。在国际上，也认识到有必要改进工具和方法，以衡量课堂质量和有效教学的要素。特别是在低收入和脆弱的环境中，许多教学人员准备不足，资源不足，更严格地开发和文化协调的观察工具有可能在持续的改进周期中向教师提供亟需的反馈。在我们之前的RLO拨款(促进开发严格和实用的课堂观察工具：乌干达中学项目)中，我们开发并验证了乌干达中学的教师教学实践和过程系统(TIPPS)与学习成果。使用这一观察工具，我们通过现场观察检查了教学实践和课堂过程的质量。随后，我们在加纳开发了TIPPS的学前版，发现它与学习和社会情感结果都有意义的联系。我们还在印度试行了小学版的TIPPS，那里的一个非政府组织正在使用TIPPS作为指南，提供教师反馈。到目前为止，我们还没有机会以支持性的方式系统地使用TIPPS作为反馈工具，以改善教学实践、学生学习和教师成果。创造这一不断改进的循环是本次调查的目标，尽管是在新的文化背景下。在洪都拉斯的背景下测试这一点是一个有机发展的想法，这在很大程度上要归功于区域办事处同事每年举行的聚会，使人们能够就感兴趣的主题交换意见和进行讨论。自从我们在伦敦的第一次RLO会议以来，我们一直在与Erin Murphy-Graham和她的团队讨论如何联合起来扩大洪都拉斯Sistema de Aprendizaje辅导计划(Tutorial Learning System或SAT)的影响。目前的提案代表了两个平行、合作但独立的调查的一半。墨菲-格雷厄姆的建议试图更深入地了解哪些SAT教学实践(根据TIPPS的评估)在影响学生学习和社会和情感结果方面是有效的，以及教学实践如何通过检查密集的SAT条件而不增加反馈来影响教师的动机。通过这种方式，她希望向SAT项目中的合作伙伴提出改进建议。我们的平行提议将与她现有的干预工作同步进行，旨在促进我们的目标，既扩大TIPPS的跨文化影响范围，又系统地测试其作为最佳支持性结构背景下的反馈工具的使用。利用SAT计划，我们寻求开发一种基于经验的、稳健的反馈机制，以在连续的变化周期中培养改进