Math Matters

ESI-93-53427 Kepner Math Matters摘要 该计划是加州教育部和加州的大学、数学教育、补偿教育和移民教育组织网络的一个为期四年的合作数学教师增强项目。 该项目的目标是提高从事补偿教育和移民学生工作的小学教育工作者的数学教学效率，并加快目标学校的系统性全校改革的速度。 将为100所小学（K-6）的大约2 000名教师、行政人员和准专业人员提供服务，这些学校主要由补偿教育和移民学生组成。 该项目将采用教师-教学-教师模式，首先挑选和精心准备五名教师顾问。 他们将与项目总监和工作人员合作，提高他们的技能，并准备区域培训计划。 教师顾问将加强从参与地区选出的25名地区集群领导人的课程和教学领导技能。 顾问将与项目主任一起参加为期10天的规划。 然后，每个小组将聘请五名小组领导人进行规划，并每年为不同年级的项目参与者提供为期九天的在职培训。 工作人员的发展将侧重于加强数学知识和教学专长。 参加者将在第一年接受顾问和小组领导人设计的至少9天的后续活动，在随后的几年中接受5天的后续活动。 这些将侧重于建模研究为基础的教学方法，促进教师反思使用案例研究，教学替换单元，并在全校范围内的服务活动分阶段进行。 项目活动将以参与者的评价和需求、当地学校的要求为基础，并与国家系统性举措协调。 项目评估将由一家独立公司进行。 他们将评估教师、准专业人员和管理人员的主题知识变化以及教师的教学效率。 将监测方案和全校范围的改革。 该项目的有效性将通过比较三年级和六年级标准化加州评估计划的学生成绩与可比学校的学生表现来衡量 在目标县。

ESI-93-53427 Kepner Math Matters Abstract This program is a four-year collaborative mathematics teacher enhancement project of the California Department of Education and a network of universities, mathematics education, compensatory education and migrant education organizations in California. The project goal is to enhance the mathematics instructional effectiveness of elementary educators working with compensatory education and migrant students and accelerate the rate of systemic school wide change in targeted schools. Approximately 2,000 teachers, administrators, and paraprofessionals in 100 elementary (K-6) schools, comprised predominantly of compensatory education and migrant students, will be served. The project will use a teachers-teaching-teachers model starting with the selection and intense preparation of five Teacher Consultants. They will work with the Project Director and staff to enhance their skills and prepare regional training programs. Teacher Consultants will strengthen the curricular and instructional leadership skills of 25 regional Cluster Leaders selected from participating districts. The Consultants will participate in 10 days of planning with the Project Director. Then each will engage five Cluster Leaders in planning and providing nine days of in-service training to project participants in a different grade level each year. The staff development will focus on strengthening mathematical knowledge and instructional expertise. Participants will receive a minimum of nine days of follow-up activities the first year and five days in subsequent years designed by the Consultants and Cluster Leaders. These will focus on modeling research-based instructional methodology, promoting teacher reflection using case studies, teaching replacement units, and phasing in school-wide in-service activities. Project activities will be based on participant evaluations and needs, local school requests and coordinated with state systemic initiatives. Project evaluation w ill be conducted by an independent firm. They will assess subject-matter knowledge change of teachers, paraprofessional, and administrators and teachers' instructional effectiveness. Programmatic and schoolwide reform will be monitored. The project's effectiveness will be measured by comparing student outcomes on the standardized California Assessment Program for grades three and six with student performance at comparable schools in the targeted counties.