Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis

该项目将通过建设调查在教师备课中使用视频分析任务的能力，满足国家发展公平和有效的科学教学实践的需要。通过跨站点合作，将制定一项纵向研究计划，重点关注STEM教师在高需求学校的有效性和保留率。2019冠状病毒病大流行给视频分析带来了新的紧迫性，因为大量教师培训项目不得不使用课堂视频案例的数字图书馆，而不是传统的学校现场经验。此外，教师如何准备制定公平、公正、文化响应和语言可持续的教学方法，以支持K-12学生在科学、技术、工程和数学教育方面的成功，这一点的重要性不容低估。该项目建立在七个机构五年的前期工作的基础上，合作伙伴讨论、设计和研究了科学教师培训中的视频分析，并制定了科学教师教育中的视频分析框架（FAVSTE）。该项目涉及来自合作大学（协作）的科学教师教育工作者的合作，包括范德比尔特大学、德克萨斯州立大学圣马科斯分校、教师学院-哥伦比亚大学、宾夕法尼亚西切斯特大学、北爱荷华大学、佛罗里达国际大学和肯尼索州立大学，他们将与高需求学区合作。在能力建设方面，该项目有三个主要意图，旨在使协作组织处于良好的位置，以便提交Track 4研究提案。一是继续分析和修改FAVSTE框架和相关工具，以确保它们明确支持权益通知。第二个是确定、修改和试点研究工具，以分析教师的专业愿景，其与公平的科学教学实践的联系，以及这种愿景如何随着时间的推移而变化，与教师的有效性和留任有关。第三是开发一项跨站点的纵向研究，将用于视频分析的实用教学工具和用于研究高需求学区STEM教师的有效性和留任的研究工具结合起来。将使用与基于设计的研究方法相一致的数据收集和分析。这项工作将使合作组织加深对如何在教师准备中使用视频以支持公平科学教学实践的理论和方法理解。该项目旨在通过合作伙伴国家专业教学标准委员会（NBPTS）以及包括科学教师教育协会（ASTE）在内的专业组织传播该项目产生的见解和最佳实践。该能力建设项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）支持。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.