Collaborative Research: Using Networked Improvement Communities to Design and Implement Program Transformation Tools for Secondary Mathematics Teacher Preparation

数学教师教育伙伴关系（MTE-P）是由公立和赠地大学协会组织的90多所大学的合作。 它致力于为中学数学教师准备中的重大问题创造解决方案。然而，正如数学教师教育者协会（AMTE）制定的数学教师准备标准所指出的那样，创建实现准备充分的初级数学教师愿景的课程将具有挑战性。这些努力将需要一个持续的重点，承认改善数学教师准备计划的持续性和周期性。该项目旨在解决转变中学数学教师准备计划的挑战，以满足AMTE标准中概述的建议。该项目将通过使用网络改进社区方法将两个相互加强的工作领域编织在一起来应对这一挑战。参与MTE-P的一组机构将制定有效实施项目转型的方法，这些方法来自对机构变革的研究，并在机构层面制定网络化改进社区设计。因此，该项目的设计将是一个网络的网络，包括各机构的工作。与此同时，将开始开发一个系统，以便更广泛地管理项目和多边环境评价伙伴产生的知识。通过这个项目，将制定一个全面的方法，以满足国家需要，改变中学数学教师准备方案，以满足国家对中学数学教师准备的愿景。在两年的时间里，该项目将建立一个基本的基础设施，有可能扩大规模，以支持整个MTE-P的转型工作，并创建一个可在全国范围内使用的模型。该项目将在五个机构（奥本大学、内布拉斯加大学林肯分校、肯塔基州大学、密西西比州立大学和加州州立大学富勒顿分校）开展中学数学教师培训方案。这五个不同的中学数学教师准备计划的转变有可能对350多名副教师和25，000多名K-12学生产生积极影响。该项目建立的初步基础设施将成为今后扩大到更多地点的基础。该项目还将产生一个知识管理系统，以获取有效的产品和方法，有助于改变中学数学教师的准备。项目负责人的目标是将通过该项目获得的经验教训和开发的材料推广到其他机构。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。

The Mathematics Teacher Education Partnership (MTE-P) is a collaborative of over 90 universities organized by the Association of Public and Land-grant Universities. It has worked to create solutions to significant problems in secondary mathematics teacher preparation. However, as noted in the Standards for the Preparation of Teachers of Mathematics prepared by the Association of Mathematics Teacher Educators (AMTE), creating programs that achieve the vision of well-prepared beginning mathematics teachers will be challenging. Such efforts will require a continuing focus that acknowledges the ongoing and cyclic nature of improving mathematics teacher preparation program. This project aims to address the challenges of transforming secondary mathematics teacher preparation programs to meet the recommendations outlined in the AMTE Standards. The project will address this challenge by weaving together two mutually-reinforcing areas of work using a networked improvement communities approach. A group of institutions involved in the MTE-P will develop approaches to effectively enact program transformation, drawn from research on institutional change and enacting the networked improvement communities design at an institutional level. The design of this project will thus be a network of networks, incorporating work across the institutions. Simultaneously, work will begin on developing a system to manage knowledge generated by the project and by the MTE-P more broadly. Through this project, a comprehensive approach will be developed to meet the national need of transforming secondary mathematics teacher preparation programs to meet the national vision of secondary mathematics teacher preparation. Over a period of two years, the project will build a basic infrastructure that has potential to be scaled up to support transformation efforts across the MTE-P and create a model that can be used throughout the nation. The project will engage secondary mathematics teacher preparation programs at five institutions (Auburn University, University of Nebraska-Lincoln, University of Kentucky, Mississippi State University, and California State University-Fullerton). Transformation of these five, diverse secondary mathematics teacher preparation programs has the potential to positively affect over 350 preservice teachers and over 25,000 K-12 students. The initial infrastructure created by this project will be the basis for future scale up to a larger number of sites. This project will also generate a knowledge management system to capture validated products and approaches useful in transforming secondary mathematics teacher preparation. Project leaders aim to extend access to the lessons learned and materials developed through this project to other institutions.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.