An Evaluation of Teacher Training for Triarchic Instruction and Assessment

本研究项目旨在调查教师在三模式（分析型、创意型、实践型）教学中的训练是否能提高1-4年级学生的表现。这项研究将涉及农村、郊区和城市的学校，吸引来自低、中、高社会经济水平的人口。对于每一个设置，将有3个实验学校和6个控制学校。至少有216名教师参与研究，预计将有324名教师参与。所有条件都将涵盖相同的基本技能。对于每种情况，干预的持续时间是相同的。教师教授技能的方法会有不同的条件。这三种教学方式分别是：三段式教学（实验）、批判性思维或分析性教学（控制）和惯例（基于记忆的）教学（控制）。干预的成功将使用多个因变量来衡量，包括教师和学生的常规评估、教师和学生的绩效评估以及教师和学生的情感评估。可以比较实验组和对照组的增益分数，也可以比较两个对照组的增益分数。教学干预是对教师进行40小时（5个工作日）的培训和10小时的在职指导，并监测他们对学习材料的实施情况。

This research project concerns the investigation of whether teacher training in triarchic (analytic, creative, practical) teaching results in improved student performance in grades 1-4. The study will involve rural, suburban, and urban schools drawing populations from low, medium, and high socioeconomic levels. For each of the 6 settings there will be 3 experimental and 6 control schools. There will be at least 216 teachers involved in the study with an expectation that up to 324 teachers will participate. All conditions will cover the same basic skills. The duration of the intervention will be the same for each condition. The conditions will differ in the methods teachers are given for teaching skills. These are triarchic instruction (experimental), critical thinking or analytic instruction (control), and convention (memory based) instruction (control). The success of the intervention will be measured using multiple dependent variables including conventional evaluations by teachers and students, performance evaluations of teachers and students, and affective evaluations of teachers and students. It will be possible to compare gain scores in the experimental versus the control groups as will as in the two control groups compared to one another. The instructional intervention is in teacher training which will be for 40 hours (5 working days) and 10 hours of inservice instruction and monitoring of their implementation of learned materials.