Teachers as learners of equitable discussion practices

越来越多的证据表明，熟练的教学对学生的学习产生了强大的影响，这就需要对教师的实际实践产生影响的专业发展。教学实践已被证明在再现或破坏不公正方面发挥着至关重要的作用。该项目旨在为教师创造机会，让他们注意和理解规范化的做法如何经常再现不平等，并学习如何打破课堂上典型的不平等模式。该项目将设计和研究以破坏不公正模式为中心的实践工作的专业发展。这个项目的重点是课堂讨论，因为它们可以是一个关键的网站，无论是复制或破坏不平等，他们已经建立了一个强大的教学实践。除了研究专业发展对教师教学技能的影响外，该项目还探讨了教师对其学习的看法，对教师专业学习的影响，以及以专业发展为中心与以教学实践和学习观念为中心的专业发展的影响。该项目将产生新的知识，如何支持小学数学教师学习有效的教学实践。教师从专业发展中受益，专业发展涉及教学实践的技术和背景方面，包括学生的身份以及学校和社会中相关的不平等模式。本研究将探讨如何小学教师的专业学习的看法和影响，这种学习结合专业发展的领导讨论，影响他们的技能和愿意采取教学，打破模式的不公平在课堂上。在对教师专业学习的影响方面，该项目将解决教师对学生和学习的信念，他们对规范化实践中普遍存在的不平等的理解，背景因素，如他们与行政部门的关系或他们在学校社区中的地位，以及他们在开始专业学习时对实践的准备，技能和实施。本研究将探讨：（1）教师对自身学习、讨论引导实践以及对打破不平等的关注有何看法？这些看法与外部措施的匹配程度如何？教师认为哪些支持会影响他们的学习？校长的遴选标准以及与教师的沟通如何影响教师的认知和参与？(2)引导讨论的专业发展与同伴和教练的支持相结合，以何种方式影响教师的技能和参与教学实践的意愿，包括破坏不平等的模式？(3)一个数学的重点产生不同的结果比一个广义的重点教学实践或学习的看法？该项目将收集和分析几种类型的数据，包括领导数学和识字讨论的技能措施，教师的看法，以及在讨论期间打破不平等模式的意愿和技能。该项目将提供与以下方面有关的基础知识和理论：（a）教师对他们的学习的看法和影响，以引导讨论，注意打破不平等，（B）影响教学实践的专业发展组成部分，以及c）该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准。

Growing evidence about the powerful effects of skillful teaching on students’ learning creates a need for professional development that impacts teachers’ actual practice. Teaching practices have been shown to play a crucial role in the reproduction or disruption of injustice. This project aims to create opportunities for teachers to notice and understand how normalized practice often reproduces inequity and learn ways to disrupt typical patterns of inequity in their classroom. The project will design and study professional development that works on practice centered on the disruption of patterns of injustice. This project focuses on classroom discussions because they can be a key site for either reproducing or disrupting inequities and they have been established as a powerful instructional practice. In addition to studying the impact of the professional development on teachers’ teaching skill, the project also explores teachers’ perceptions of their learning, influences on teachers’ professional learning, and the impact of a mathematics-focused professional development versus a generalized focus on teaching practice and perception of learning. The project will generate new knowledge regarding ways in which elementary mathematics teachers can be supported to learn effective teaching practices. Teachers benefit from professional development that addresses both the technical and contextual aspects of teaching practice, including the identities of their students and associated patterns of inequity in schools and society. This research will examine how elementary teachers’ perceptions of professional learning and influences on such learning in combination with professional development on leading discussions, impact their skill with and willingness to take up teaching that disrupts patterns of inequity in classrooms. In terms of influences on teachers’ professional learning, the project will address teachers’ beliefs about students and learning, their understanding of the pervasiveness of inequity in normalized practice, contextual factors such as their relationship with administration or their status in the school community, and their readiness for, skill with, and implementation of the practice upon beginning the professional learning. The studies will examine: (1) What are teachers’ perceptions of their own learning, discussion-leading practice, and attention to disrupting inequity? How well matched are these perceptions with external measures? What supports do teachers perceive as impacting their learning? How does principal selection criteria and communication with teachers about their selection impact teachers’ perceptions and engagement? (2) In what ways does professional development on leading discussions combined with peer and coach support impact teachers’ skill and willingness to engage in that teaching practice including disrupting patterns of inequity? (3) Does a mathematics focus produce different outcomes than a generalized focus for teaching practice or perception of learning? The project will collect and analyze several types of data, including measures of skill with leading mathematics and literacy discussions, teacher perceptions, and willingness and skill with disrupting patterns of inequity during discussions. This project will contribute foundational knowledge and theory related to (a) teachers’ perceptions of and influences on their learning to lead discussions with attention to disrupting inequity, (b) components of professional development that impact teaching practice, and c) how subject matter specificity effects these first two areas.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.