The West Texas Middle School Math Partnership

西德克萨斯州中学数学合作伙伴关系的主要目标是通过培养教师领导者来提高西德克萨斯州中年级学生的数学表现和数学欣赏，这些教师领导者对中年级教授的小学数学有深刻的理解，对向不同学生群体教授数学所需的特殊教育学知识，以及采用行之有效的策略来提高不同学生群体的数学自我效能的能力。 伙伴关系小组使用四个组成部分来支持这些原则：（1）暑期课程的教学与在职教师获得的研究生学分。 (2)一个由中学数学教师和导师组成的虚拟社区用于在整个学年为参与者提供支持性环境。 (3)在每个大学校园为参与者及其管理人员举行区域会议。 (4)创建了案例组合和培训模块，用于在职和职前教师的专业发展。 该项目的理论框架是基于对自我效能理论和基于案例的学习的广泛研究。 与此项目相关的研究具有深远的影响，作为研究学生成绩和自我效能感和教师的文化敏感性，能力和自我效能感之间的关系，以及影响西班牙裔学生学习的因素的结果。 该合作伙伴关系由德克萨斯理工大学领导，拥有Angelo州立大学，Sul Ross州立大学和德克萨斯大学二叠纪盆地分校的核心大学合作伙伴，以及拉伯克独立学区和德克萨斯州教育服务中心第15，17和18区的核心学校合作伙伴。 他们直接影响150名中级数学教师和数百名职前数学教师。 在三个服务中心地区，每年有近5万名中年级学生，其中大多数是西班牙裔学生，最终可能会受到影响。 机构转型和可持续性是通过在高等教育合作伙伴中创建专业临床教师职位，在四所合作大学准备新数学教师的系统性变化，以及实践数学教师的持续专业发展来实现的。

The West Texas Middle School Math Partnership's primary goal is to improve the mathematics performance and mathematics appreciation of middle grades students in West Texas by developing teacher leaders who have a deep understanding of the elementary mathematics taught in the middle grades, of special pedagogy knowledge required to teach mathematics to diverse student populations, and of the ability to employ proven strategies for enhancing the mathematics self-efficacy of diverse student populations. The partnership team uses four components to support these principles: (1) Summer courses are taught with graduate credit awarded to in-service teachers. (2) A virtual community of middle school mathematics teachers and mentors is used to maintain a supportive environment for the participants throughout the academic year. (3) Regional conferences are held at each university campus for participants and their administrators. (4) Case portfolios and training modules are created and used for professional development of both in-service and pre-service teachers. The theoretical framework for the project is based on extensive research in self-efficacy theory and case-based learning. The research associated with this project has far reaching ramifications as a result of studying the relationship between student achievement and self-efficacy and teacher cultural sensitivity, competence and self-efficacy as well as factors affecting Hispanic student learning. This partnership is led by Texas Tech University and has core university partners of Angelo State University, Sul Ross State University, and University of Texas at Permian Basin, as well as core school partners of Lubbock Independent School District, and Texas Education Service Center Regions 15, 17, and 18. They directly impact 150 middle level mathematics teachers and hundreds of pre-service mathematics teachers. Nearly 50,000 students, the majority being Hispanic, in middle grades could eventually be impacted annually in the three service center regions. Institutional transformation and sustainability are enabled by the creation of specialized clinical faculty positions in the higher education partners, systemic changes in the preparation of new math teachers at the four partner universities, and the continuing professional development of practicing math teachers.