Integrating Quality Talk Professional Development to Enhance Professional Vision and Leadership for STEM Teachers in High-Need Schools

该项目扩展和增加了目前资助的NSF Noyce Track II教师招聘和留任补助金，使用了Quality Talk(Qt)，这是一种创新的、可扩展的教师促进的话语模式。假设QT模式将促进职前和在职中学教师对21世纪STEM教育所需的专业视野和领导技能的发展。在四年的时间里，这项工作将通过加强参与教师设计和实施支持有效对话互动的课程的能力，解决格鲁吉亚五个高需求学区10年级至12年级教室的物理和化学教育的关键需求。作为这种互动的结果，学生的科学素养将得到提高，包括他们通过有效的学科批判性分析思维和认知性认知参与内容丰富的话语(即Qt)的能力。除了为教师和学生参与者带来实实在在的好处外，该项目的贡献还包括开发、改进和传播有效的Qt干预和专业发展框架，整个科学教育界可以利用该框架来促进科学素养和理解。正在通过采用补充方法和数据来源的一系列三项研究来实现项目目标，重点是在项目最后一年传播模型。该项目头两年的重点是使用基于设计的研究方法来开发和完善课程和干预效果材料。在第三年，该项目对改进的Qt模型进行了准实验研究，然后在第四年在佐治亚州和整个国家科学教育界传播材料之前进行了进一步的改进。正在使用多种方法分析教师和学生话语和知识的量化测量，以及视频编码和干预效果的定性调查。参与性和响应性评价与项目工作人员和利益攸关方合作，但独立于项目工作人员和利益攸关方，利用各种定性和定量方法进行形成性和总结性评价。在四年的时间里，该项目将涉及格鲁吉亚约32名教师的参与，他们的学生中有相当比例的人来自在STEM领域任职人数不足的人群。除了提高自己学生的科学素养外，这些参与的教师还接受专业发展，了解如何在项目之外培训其他教师使用QT来促进科学素养。此外，该项目将为教育利益攸关方和非参与者教师举办QT峰会，以传播干预和专业发展模式。最后，项目组将通过一个包含材料和PD信息的网站(http://www.qualitytalk.org)，专业期刊、会议和国家科学基金会的DRK-12资源网络)，向应用和学术社区广泛传播研究结果。该项目的重点是教师领导力和利用话语促进学生科学素养所需的教学内容知识，大大推进了国家培养关键的科学知识消费者和生产者的目标。

This project expands and augments a currently-funded NSF Noyce Track II teacher recruitment and retention grant with Quality Talk (QT), an innovative, scalable teacher-facilitated discourse model. It is hypothesized that the QT model will enhance pre- and in-service secondary teachers' development of professional vision and leadership skills necessary for 21st century STEM education. Over the course of four years, the work will address critical needs in physics and chemistry education in 10th through 12th grade classrooms in five of Georgia's high-need school districts by strengthening the capacity of participating teachers to design and implement lessons that support effective dialogic interactions. As a result of such interactions, students' scientific literacy will be enhanced, including their ability to participate in content-rich discourse (i.e., QT) through effective disciplinary critical-analytic thinking and epistemic cognition. The contributions of this project, beyond the tangible benefits for teacher and student participants, include the development, refinement, and dissemination of an effective QT intervention and professional developmental framework that the entire science education community can use to promote scientific literacy and understanding. The project goals are being achieved through a series of three studies employing complementary methods and data sources, and a focus upon dissemination of the model in the final project year. The first two years of the project focus on developing and refining the curricular and intervention efficacy materials using design-based research methods. In Year 3, the project engages in a quasi-experimental study of the refined QT model, followed by further refinements before disseminating the materials both within Georgia and throughout the national science education community in Year 4. Quantitative measures of teacher and student discourse and knowledge, as well as video-coding and qualitative investigations of intervention efficacy, are being analyzed using multiple methods. In collaboration with, but independent from project staff and stakeholders, the participatory and responsive evaluation utilizes a variety of qualitative and quantitative methods to conduct formative and summative evaluation. Over the course of four years, the project will involve the participation of approximately 32 teachers in Georgia whose students include substantive percentages from populations underrepresented in the STEM fields. In addition to advancing their own students' scientific literacy, these participating teachers receive professional development on how to train other teachers, outside of the project, in using QT to promote scientific literacy. Further, the project will conduct a QT Summit for educational stakeholders and non-participant teachers to disseminate the intervention and professional development model. Finally, the project team will disseminate the findings widely to applied and scholarly communities through a website with materials and PD information (http://www.qualitytalk.org), professional journals, conferences, and NSF's DRK-12 Resource Network. This project, with its focus on teacher leadership and the pedagogical content knowledge necessary to use discourse to promote student science literacy, significantly advances the nation's goals of producing critical consumers and producers of scientific knowledge.