Sustaining Responsive and Rigorous Teaching Based on Carbon: Transformations in Matter and Energy

成功的科学教师需要高质量的教材，持续的专业发展机会，以及与当地目标和政策相一致的学校结构，并支持持续的教师网络。该项目在科学中的一个关键主题的背景下解决了所有这三个基本要素：碳在生命系统、人类工程系统和地球系统在多个尺度上的物质和能量流动中的作用。该项目建立在以前资助的项目的基础上，这些项目为这些主题制定了学生的学习进度，并将开发和测试以教师学习进度框架为基础的教师新的专业发展模式。该框架基于下一代科学标准(NGSS)所倡导的四个核心教学实践：形成性评估、探究、解释和决策。还将开发和研究在线和面对面教师网络对教师知识和实践以及对学生学习的影响。该项目与密歇根大学、国家地理学会、西雅图公立学校、匹兹堡大学学习研究所和其他机构建立合作伙伴关系，跨越四个州的学校，在不同的社会文化背景下，位于城市、郊区和农村环境中。将使用案例研究方法来制定教师学习进度，包括对书面评估的分析、在线数据捕获技术、访谈和课堂录像。收集的数据和分析将用于开发一种融合了在线和面对面经验的职业发展模式。将使用基于设计的实施研究方法来开发和测试教师实施网络。将使用纵向和在线网络数据来确定教师在什么情况下受到他们网络中其他人的影响，以及这些影响如何影响学生的结果。这一项目的发现有望为如何保持反应灵敏和严谨的科学教学提供新的知识，这种教学以NGSS为基础，位于典型的初中和高中的文化中。

Successful science teachers need high quality teaching materials, sustained professional development opportunities, and a school structure that aligns local goals and policies, and supports sustained teacher networks. This project addresses all three of these essential elements in the context of a key topic in the sciences: the role of carbon in the flow of materials and energy through living systems, human engineered systems, and Earth systems at multiple scales. The project builds on previously funded projects that have developed student learning progressions for these topics, and it will develop and test a new professional development model for teachers that is based on a teacher learning progression framework. The framework is based on four core teaching and learning practices advocated by the Next Generation Science Standards (NGSS): formative assessment, inquiry, explanations, and decision making. Online and in-person teacher networks will also be developed and studied for their effects on teacher knowledge and practices, and on student learning.The project engages the University of Michigan, the National Geographic Society, the Seattle Public Schools, the Institute for Learning at the University of Pittsburgh, and others in a partnership spanning schools in four states, in diverse sociocultural settings, and located in urban, suburban, and rural environments. Case-study methods will be used to develop the teacher learning progression, including analyses of written assessments, online data capture techniques, interviews, and classroom videotaping. Collected data and analyses will be used to develop a professional development model with blended online and face-to-face experiences. A design-based implementation research approach will be used to develop and test teacher implementation networks. Longitudinal and online network data will be used to identify the conditions under which teachers are influenced by others in their networks, and how those influences affect student outcomes. Findings from this project are expected to provide new knowledge on how to sustain responsive and rigorous science teaching that is anchored in the NGSS and situated in the culture of typical middle schools and high schools.