Study of STEM Professional Development Programs

这个RAPID项目将探讨不同的专业发展项目如何影响教师教学。虽然对一个项目的研究是有用的，但它们并不能导致对教师教师学习的更深入理解，而这可以通过多种方法的比较研究来实现。本研究通过考察乔治亚大学从2016年春季开始实施的四个不同专业发展项目中的教师学习情况，更好地发现影响教师学习和教学行为的因素。它将对这些人（以及一个对照组）进行研究，并衡量教师教师在秋季实时实施所学内容时，结果差异对他们的影响。这四种方法是全国许多大学正在实施的方法的代表。这个项目的优点是在同一所学校同时学习这四门课程。这将是一个混合方法的研究，将有定量和定性的成分，在分析中混合。定性数据将在春季收集，并将包括与教学有关的访谈、观察和人工制品。定量和定性数据将在秋季收集。定量数据将检验参加不同项目的教师和未参加此类项目的教师的教学情况。定性数据将包括关于主动学习方法实施（或不实施）的访谈。

This RAPID project will explore how different professional development programs impact faculty instruction. While studies of one program are useful, they do not result in a deeper understanding of faculty instructors learning that can be achieved through comparative studies of multiple approaches. The proposed study is better situated to discover factors that influence faculty learning and teaching behavior by examining faculty learning in four different professional development programs that have been enacted at the University of Georgia beginning in the spring, 2016. It will study these (and a control group) and measure their impact from differences in outcomes as faculty instructors implement what they are learning in real time and in the fall. These four methods are representative of the approaches being implemented nationally across a large number of universities. This project has the advantage of studying all four at the same time at the same institution. This will be a mixed methods study, which will have quantitative and qualitative components that are mixed in the analysis. Qualitative data will be collected in the spring, and will consist of interviews, observations, and artifacts that pertain to instruction. Quantitative and qualitative data will be collected in the fall. Quantitative data will examine the teaching of faculty who participated in the different programs and a group that did not participate in such a program. Qualitative data will consist of interviews about the implementation (or not) of active learning approaches.