Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development Program: Scaling for Effectiveness

科学教师从课程分析中学习(STELLA)专业发展计划是一个为期一年的专业发展活动序列，利用科学课程的视频案例，让教师参与科学教学的具体内容分析。在小而便利的学习团队中，老师们检查专门制作的视频案例和他们自己教室里的视频。视频案例通过为循证分析提供共享背景，为深化教师的内容和教学内容知识提供了丰富的背景。Stella计划建立在两个关键的基于研究的教师学习想法上，这两个想法得到了深入的研究。第一个前提是教师可以通过开发两种分析教学的镜头来提高他们的科学教学效果：学生思维镜头和科学内容故事情节镜头。这两个镜头为该计划提供了一个概念性的框架。第二个关键思想是，教师将通过使用这两个镜头来加深他们的科学内容知识。目前的项目扩大了Stella在科罗拉多州两个不同的大型学区的规模。该项目旨在严格测试Stella专业发展计划的有效性，当其规模扩大到(A)在更广泛的学校环境中接触到大量教师和学生，(B)由非计划开发者的辅导员提供，以及(C)包括随机分配到两个治疗小组。将扩大版的Stella(n~100名教师)与相同期限的科学内容深化专业发展计划(n~100名教师)进行比较。教师的科学内容知识、教学内容知识和教学实践的测量记录了Stella对教师的影响。四年级和五年级(n~6,000)的学生接受两套课前单元测试，以提供学生学习的证据，五年级学生的数据也通过科罗拉多州科学评估计划(CSAP)进行评估。该项目测试了教师变量(教学知识、教学知识和教学实践)是否中介了学生的学习，并探索了其他可能解释学生成绩差异的因素。本项目主要关注TIMSS关于科学课堂教学的视频数据最初提出的教师专业发展模式。TIMSS对科学课程设定的国际比较显示，与成绩较好的国家的教师相比，美国教师强调学生参与活动，很少或根本没有注意到利用这些活动来发展科学想法或让学生深入思考目标学习目标。Stella项目旨在通过开发科学教学视频案例来改进基础教育科学教学，这些案例支持教师关注科学想法，学生对这些想法的理解，以及教学反应，使课堂活动与科学想法和理解的发展之间有明确的联系。在前人研究成果的指导下，Stella专注于通过使用视频来提高教师的内容知识和实践能力。这种集中、有重点的科学教育专业发展方法与其他方法有很大的不同。它通过创造性地使用视频技术，其清晰的行动理论，以及深思熟虑的纵向研究设计，帮助阐明可以改善科学教学和学习的因素，从而拥有巨大的前景。

The Science Teachers Learning from Lesson Analysis (STeLLA) professional development program is a one-year sequence of professional development activities that engages teachers in content-specific analysis of science teaching and learning using video cases of science lessons. In small, facilitated learning teams, teachers examine specially created video cases and video from their own classrooms. The video cases provide rich contexts for deepening teachers' content and pedagogical content knowledge by providing a shared context for evidence-based analysis. The STeLLA program is built on two key research-based ideas for teacher learning that are examined in depth. The first premise is that teachers can improve their science teaching effectiveness by developing two lenses for analyzing teaching: the student thinking lens and the science content storyline lens. These two lenses provide a conceptual framework for the program. The second key idea is that teachers will deepen their science content knowledge through the use of these two lenses. The current project scale-ups STeLLA in two large, diverse Colorado school districts. This project is designed to rigorously test the effectiveness of the STeLLA professional development program when it is scaled to(a) reach large numbers of teachers and students in a wider array of school settings, (b) be delivered by facilitators who are not the program developers, and (c) include random assignment to two treatment groups. The scaled-up version of STeLLA (n~100 teachers) is compared with a science content deepening professional development program of the same duration (n~100 teachers). Measures of teachers' science content knowledge, pedagogical content knowledge, and teaching practice documents STeLLA's impact on teachers. Students in 4th and 5th grades (n~6,000) are given two sets of pre-post unit tests to provide evidence of student learning, and 5th grade student data are also assessed through the Colorado Science Assessment Program (CSAP), the state science assessment. The project tests whether teacher variables (content knowledge, pedagogical content knowledge, and teaching practice) mediate student learning, and explores other factors that may explain variance in student achievement. This project focuses on a teacher professional development model originally suggested by TIMSS video data on science classroom instruction. The TIMSS international comparison of science lesson enactments showed that U.S. teachers, in contrast with teachers from higher-achieving countries, emphasized student participation in activities with little or no attention to using those activities to develop science ideas or to engage students in thinking deeply about the target learning goals The STeLLA project is designed to improve elementary science instruction through the development of video cases of science teaching that support teachers in focusing on science ideas, student understanding of those ideas, and instructional responses that make clear links between the lesson activities and the development of science ideas and understanding. Guided by research results of previous studies, STeLLA focuses on improving teachers' content knowledge and their practice through the use of video. This concentrated, focused approach to professional development in science education is substantially different from other approaches. It holds a great deal of promise through its creative use of video technology, its clearly articulated theory of action, and a thoughtful scale-up research design that helps to illuminate the factors that can improve science teaching and learning.