Iterative Model Building (IMB): A Program for Training Quality Teachers and Measuring Teacher Quality

该项目的目标是改善职前教师（PSTs）的专业发展计划，以提高学生在数学和科学方面的学习。 PST参与了一系列的教学周期，开始与成对的小学生合作，创建他们的数学和科学知识的模型（教学实验）。 然后，PST参与课程学习小组，开发，教学和分析整个班级的课程。 这个循环是通过在教学实验中对学生的知识进行重新检查来完成的。 这些教学循环被称为迭代模型构建（IMB）。 六个具体的研究问题进行了调查。这六个问题是：（1）。PSTs是否表现出对学生如何推理的理解的增长; 2。是否PST表现出他们的能力增长，设计适当的全班课程和活动的基础上，学生在哪里; 3）作为合作研究社区的一部分，PST是否表现出计划教学能力的增长; 4）如何做PST的信念和知识的性质，数学和科学的成熟整个程序; 5。教师在IMB PSTs授课的课堂上的做法与其他PSTs相比是否有显着差异; 6.）教师质量措施告诉我们什么关于我们目前的计划和建议的方法？

The goal of this project is to improve professional development programs for pre-service teachers (PSTs) as a way to improve student learning in mathematics and science. PSTs engage in a series of teaching cycles beginning by working with pairs of elementary school students to create models of their mathematics and science knowledge (teaching experiments). The PSTs then engage in lesson study groups to develop, teach, and analyze a whole class lesson. The cycle is completed by reexamining students' knowledge in teaching experiments with pairs of students. These teaching cycles are called Iterative Model Building (IMB). Six specific research questions are investigated. The six research questions are: 1.) Do PSTs exhibit growth in their understanding of how students reason; 2.) Do PSTs exhibit growth in their ability to design appropriate whole class lessons and activities based on where students are; 3.) Do PSTs exhibit growth in their ability to plan instruction as part of a collaborative research community; 4.) How do PSTs' beliefs and knowledge about the nature of math and science mature throughout the program; 5.) Are there significant differences between teacher practices in classrooms taught by IMB PSTs compared to other PSTs; 6.) What do teacher quality measures tell us about our current program and the proposed approach?