A Follow-up Summative Evaluation of the New York City Collaborative for Excellence in Teacher Preparation

这项研究和评估项目正在审查培训未来教师按照新制定的内容和教学标准教授数学和科学课程的效果。正在调查这一倡议的具体背景是纽约市教师教育卓越合作(NYCETP)，这是一个由纽约市立大学(CUNY)和纽约大学(NYU)五个校区组成的联盟。自1995年以来(在NSF的资助下)，这六所学院开始了课程改革的合作之旅，根据国家公认的标准(如NCTM和NRC)，对30门数学和科学内容以及数学和科学方法课程进行了CETP改革。目前的项目是一项为期三年的纵向研究，考察在三所NYCETP学院接受CETP改革课程的准教师与接受非改革(传统)课程的受训教师相比，未来教师如何改变和发展。这项研究正在与国家科学基金会正在进行的一项由国家科学基金会赞助的关于CETP倡议支持的资助合作项目的研究进行协调，并将对此做出贡献。这项名为CETP核心评估的NSF研究是由明尼苏达大学进行的。在目前的项目中，对三所城市大学175名准备从事K-6教学的本科教师教育专业学生的CETP治疗样本进行了纵向跟踪，时间为三年，即大学最后两年和就业第一年。这些学生将接触到2到8门CETP改革课程，与之相比，同一所大学的90名学生因为是转校生或已经获得学士学位而被免除CETP改革课程的学习。作为纽约州认证要求的一部分，正在收集所有师范教育学生的广泛背景、课程作业和学术成就数据。这些数据正被添加到CETP特定数据中(其中大部分使用明尼苏达大学的仪器)，以形成一个全面的数据库，用于研究中的整个教师教育人口。具体地说，其他结果数据包括：明尼苏达大学核心学生调查和教师调查衡量的知识、态度和自我报告的教学策略；纽约州教师认证考试数学和科学内容部分的表现；以及明尼苏达大学核心课堂观察协议衡量的实际教师表现。此外，正在收集有关学校环境在多大程度上支持CETP教学目标的数据。这项研究提出的具体研究问题包括：CETP治疗组与非治疗组在上述结果指标上的比较如何？不同学术能力水平的师范教育学生是否因参加CETP/非CETP而受到不同程度的影响？与非治疗组相比，作为CETP参与的函数，治疗组在课堂上的表现随着时间的推移(从学生教学到就业)有多大程度的变化？这项研究的意义在于，它可能为支持全国教师教育计划中的数学/科学课程改革提供证据，它能够阐明新的教师培训模式如何缩小不同学历水平的学生之间的成绩差距，新的教师培训方法(CETP)如何经受住城市学校环境对新教师的不同支持的压力，以及它对开发和使用全面的教师教育跟踪系统的效用的建模。

This research and evaluation project is examining the effects of training prospective teachers to deliver math and science instruction in conformity with newly established content and pedagogical standards. The specific context in which this initiative is being investigated is the New York City Collaborative for Excellence in Teacher Education (NYCETP), a consortium of five campuses of the City University of New York (CUNY) and New York University (NYU). Since 1995 (with a grant from NSF), these six colleges have embarked on a collaborative journey of curricular reform in which 30 math and science content and math and science methods courses have been CETP reformed, in keeping with nationally recognized standards (e.g., NCTM & NRC). The current project is a three-year longitudinal study examining how prospective teachers exposed to CETP reformed courses in three NYCETP colleges change and develop in comparison to teacher trainees exposed to non-reformed (traditional) courses. This study is being coordinated with, and will contribute to, an ongoing national NSF-sponsored study of the funded Collaboratives supported through the CETP initiative. This NSF study, the CETP Core Evaluation, is being conducted by the University of Minnesota. In the current project a CETP treatment sample of 175 undergraduate teacher education students in three urban colleges preparing for K-6 teaching are being tracked longitudinally for three years, the last two years of college and the first year of employment. These students, who will have been exposed to 2 to 8 CETP reformed courses, are being compared to 90 students at the same colleges who have been waived out of CETP reformed courses because they are transfer students or because they already have obtained a baccalaureate. Extensive background, course work, and academic achievement data is being collected on all teacher education students as part of New York State Certification Requirements. These data are being added to CETP-specific data (much of it using the University of Minnesota instruments) to form a comprehensive database for the entire teacher education population under study. Specifically, additional outcome data include: knowledge, attitudes, and self-reported teaching strategies as measured by the University of Minnesota Core Student Survey and Teacher Survey; performance on the math and science content sections of the New York State Teacher Certification Exam; and actual teacher performance as measured by the University of Minnesota Core Classroom Observation Protocol. In addition, data is being collected regarding the degree to which the school context is supportive of CETP teaching goals. Specific research questions posed in this study include: How does the CETP treatment group compare to the non-treatment group on the outcome measures above? Are teacher education students at different levels of academic ability affected differentially as a function of their CETP/non-CETP participation? To what extent does the treatment group's performance in the classroom change over time (from student teaching to employment) as a function of CETP involvement compared to the non-treatment group? The significance of this study is in its potential to provide evidence to support math/science curricular reform in teacher education programs nationwide, its ability to shed light on how new models of teacher training can narrow the performance gap among students with different levels of prior academic attainment, how new approaches to teacher training (CETP) can stand up to the pressures of urban school environments that have differential supports for new teachers, and its modeling of the utility of developing and using a comprehensive teacher education tracking system.