A Developmental Model to Understand the Process of Instructor Implementation of Evidence-Based Teaching Practices

该项目旨在通过创建循证教学（EBT）培训模式，更好地促进教师将专业发展培训转移到STEM课堂，从而为国家利益服务。三家机构（耶鲁大学、纽约州立大学宾厄姆顿分校和康涅狄格大学）的研究人员将合作调查，为什么在参加了EBT的专业发展（PD）项目后，一些参与者继续攀登“实施曲线”，而另一些人则恢复到以前的策略。从“实施者”和“非实施者”的二元视角出发，本研究旨在揭示教师如何将专业发展培训转化为课堂实施。它还旨在确定在培训和预期的课堂实施之间为教师提供支持的具体方法。参与研究的教师隶属于21所机构，包括一所社区学院，两所硕士学位授予机构，三所学士学院，十所高研究活动（R1）大学和五所高研究活动（R2）大学。这种制度的多样性有望增加该项目的研究结果的普遍性。本项目旨在系统地确定教师EBT实施的主题，建立实施过程模型，测试模型，传播研究结果以改进PD计划，并找到相关措施，以便对实施情况进行评估。这将通过一种混合方法来完成，包括调查和采访受过EBT培训的教员，创建和内容验证EBT实施的模型，以及开发一个“从模型到措施”的清单，该清单定位与实施阶段相关的措施。从项目中获得的见解应该为教师阐明变革过程，并帮助专业开发人员修改和评估他们的项目，以便更好地支持教师在其国内机构开始转型之旅。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过其参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。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。

This project aims to serve the national interest by creating a model for evidence-based teaching (EBT) training to better facilitate instructors’ transfer of professional development training into STEM classrooms. Researchers at three institutions (Yale University, SUNY-Binghamton, and the University of Connecticut) will collaborate to investigate why, after taking part in professional development (PD) programs on EBT, some participants continue to climb the "implementation curve" while others revert to previous strategies. Moving away from a binary perspective of "implementers" and "non-implementers," this study aims to uncover how instructors translate professional development training into classroom implementation. It will also aim to identify specific ways of providing instructors support between the time of their EBT training and the anticipated classroom implementations. The faculty participating in the study are affiliated with twenty-one institutions including one community college, two master’s granting institutions, three baccalaureate colleges, ten high research activity (R1) universities, and five high research activity (R2) universities. Such institutional diversity holds promise to add to the generalizability of the project’s findings.This project intends to systematically identify themes of faculty EBT implementation, build a model of the implementation process, test the model, disseminate findings to improve PD programs, and locate associated measures so that implementation can be assessed. This will be accomplished through a mixed-methods approach that includes surveying and interviewing EBT-trained instructors, creating and content-validating a model of EBT implementation, and developing a “model to measures” inventory that locates measures associated with implementation stages. Insights from the project should clarify the change process for instructors, as well as aid professional developers in revising and evaluating their programs to better support instructors as they embark on their transformation journeys at their home institutions. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.