Exploring Potential Research Uses of Connecticut's Beginning Teacher Portfolios in Mathematics and Science -- A Small Grant for Exploratory Research

这个项目是NCISE和康涅狄格州教育部的合作项目，将调查所有康涅狄格州二年级数学和科学教师所需的投资组合的研究潜力，并比较多种新研究的途径，这些研究解决了对改善教师准备和诱导具有全国意义的问题。该研究提出了以下问题：1。合格和支持的初任教师知道哪些数学或科学内容，他们的数学和科学教学质量如何？二年级教师的教学质量如何随第一年地区和学校层面支持的程度和性质而变化？在重新提交作品集时失败的教师获得了什么收益？给作品集打分的教师有什么专业发展的好处？康涅狄格课程的哪些方面是可转让的，在什么条件下？职前教师如何使用这些作品集来改进他们的课程？

This project, a collaboration between NCISE and the Connecticut State Department of Education will investigate the research potential of the portfolios required of all Connecticut second-year mathematics and science teachers and compare multiple avenues of new research that address issues of national significance for improvement of teacher preparation and induction. The study poses the following questions:1. What mathematics or science content do well-qualified and supported beginning teachers know, and what is the quality of their mathematics and science instruction?2. How does the teaching quality of second-year teachers vary with the extent and nature of district- and school-level support provided during their first year?3. What gains do teachers who fail the portfolio submission upon resubmission make?4. What professional development benefits accrue to teachers who score the portfolios?5. What aspects of Connecticut's program are transferable and under what conditions?6. How can preservice faculty use the portfolios to improve their courses?