A Study of Professional Learning Communities Amongst Secondary Science & Mathematics Teachers: Changes, Support Systems, Student Learning

这项为期52个月的研究项目旨在研究中学科学和数学改革伙伴关系(PRiSSM)的专业发展模式，该模式始于2004年夏天，由来自华盛顿州六个学区22所学校的45名带头教师参与。支持支线初中和高中的数学和科学教师组成跨地区、跨学科的专业学习社区(PLC)。PLC首先制定了高质量教学的共同愿景，然后合作开发并追求以教学实践为重点的探究性问题。大约100名“扩大的团队”教师将在2005-2006年和2006-2007年加入PRiSSM，以建立以学校为基础的PLC，由带头教师领导，并由PRiSSM促进者提供支持。教师在该校与大学的协作活动包括：1)参与为期一年的PLC协作探究；2)40小时的暑期课业或其他与探究领域相关的PD活动。通过对上述支持教师协作探究模式的实证调查，对该模式的研究将有助于专业发展的知识库。具体地说，这项研究探讨了PLC教师之间的互动如何有助于对教、学和学科内容的新理解，以及这是否会转化为课堂实践的变化。研究设计将采用混合方法。我们将特意挑选四个PLC，以深入了解受支持的教师合作探究、课堂实践的改变和学生学习改善之间的关系。个别教师个案研究将在这些更大的背景下进行。教师在实施PD方面的学习将通过各种手段来确定，包括课堂观察、参与者访谈、调查和临立会会议的音频/视频记录。相对于国家科学和数学内容标准，学生的成绩将通过研究人员设计的基于课堂的评估以及标准化的州评估进行评估。

This 52-month research project is designed to study the Partnership for Reform in Secondary Science and Mathematics (PRiSSM) professional development model that began in summer, 2004 with 45 lead teachers from 22 schools across six Washington state school districts. Mathematics and science teachers from feeder middle and high schools were supported in forming cross-district, cross-discipline professional learning communities (PLCs). The PLCs first developed a common vision of high quality teaching and learning, then collaboratively developed and pursued an inquiry question focused on instructional practice. Approximately 100 "Expanded Team" teachers will join PRiSSM in both 2005-2006 and 2006-2007 to establish school-based PLCs, led by the lead teachers and supported by PRiSSM facilitators. Teacher activity in this school university collaboration includes 1) participation in the year-long PLC collaborative inquiry and, 2) forty hours of summer coursework or other PD related to the area of inquiry.The research on this model will contribute to the knowledge base on professional development through an empirical investigation of the model of supported teacher collaborative inquiry described above. Specifically, the research addresses how the interactions amongst PLC teachers contribute to new understandings about teaching, learning, and disciplinary content, and whether this translates into changes in classroom practice. A mixed methods research design will be used. Four PLCs will be purposely selected to provide in-depth understandings of the relationships amongst supported teacher collaborative inquiry, changes in classroom practices and improved student learning. Individual teacher case studies will be conducted inside these larger contexts. Teacher learning in relation to PD implementation will be determined with a variety of instruments including classroom observations, participant interviews, surveys and audio/video records of PLC meetings. Student achievement relative to national science and math content standards will be assessed through researcher-designed, classroom-based assessments as well as standardized state assessments.