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)是由公立大学和赠地大学协会组织的由90多所大学组成的合作组织。它致力于为中学数学教师培训中的重大问题创造解决方案。然而，正如数学教师教育工作者协会(AMTE)制定的《数学教师培养标准》中指出的那样，创建能够实现准备充分的初任数学教师的愿景的课程将是具有挑战性的。这样的努力将需要持续的关注，承认改进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培训计划以满足AMTE标准中概述的建议的挑战。该项目将通过使用联网的改进社区方法将两个相辅相成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方案转型的方法，借鉴对机构变革的研究，并在机构层面实施联网改进社区设计。因此，该项目的设计将是一个网络网络，将各机构的工作结合在一起。同时，将开始开发一个系统，以便更广泛地管理该项目和MTE-P产生的知识。通过这一项目，将开发一种综合的方法，以满足国家对中学数学教师培养方案进行改造的需要，以满足国家对中学数学教师培养的愿景。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的转型努力，并创建一个可以在全国范围内使用的模式。该项目将参与五个机构(奥本大学、内布拉斯加州大学林肯分校、肯塔基大学、密西西比州立大学和加州州立大学富勒顿分校)的中学数学教师培训计划。这五个多样化的中学数学教师培训计划的转变，可能会对350多名职前教师和25,000多名K-12学生产生积极影响。该项目创建的初始基础设施将成为未来扩大到更多地点的基础。该项目还将生成一个知识管理系统，以获取对转变中学数学教师准备工作有用的有效产品和方法。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，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.