Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention

该项目旨在满足国家对培养有效的STEM教师的需求，这些教师可以留在高需求的学校。这项研究将调查邀请教师候选人和新教师参与基于视频的STEM课堂分析的影响，目的是培养注意包容性STEM教学方法的技能。该项目旨在通过分布在全国各地的七所机构的教师培训计划，吸引约200名未来和现有的STEM教师进行基于视频的分析。这项研究旨在调查这种基于视频的方法对STEM教师在高需求学校的有效性和保留率的影响。该项目有可能对这种使用基于视频的分析来培养和留住高需求学校具有包容性STEM教学技能的有效STEM教师的模式产生新的见解。范德比尔特大学、德克萨斯州立大学圣马科斯分校、哥伦比亚大学师范学院、西切斯特大学、北爱荷华大学、路易斯安那州立大学和肯纳索州立大学的这个项目包括与我们七个研究地点中每个地方的高需求学区的合作伙伴关系。该项目旨在解决以下研究问题：1)通过基于视频的实践考试，从教师教育到上岗，K-12教师对公平科学教学的专业愿景如何随着时间的推移而变化？以及，2)教师通过基于视频的实践考试对公平科学教学的专业愿景的发展与他们在高需求学校的有效性和保留率有什么关系？使用基于设计的研究方法，两批未来的科学教师将通过基于视频的实践考试，作为其科学方法课程和实地经验的一部分，参与支持公平科学教学的专业愿景的学习机会。然后，将在高需求学区跟踪选定的教师进入他们的入职年(S)，并继续通过联网的视频俱乐部提供支持。对STEM教学的直接观察，以及对教师自我效能感和公平教学做法的调查措施，将用于评估STEM教师的有效性。将使用教师留任意向调查和社会网络分析来评估对STEM教师留任的潜在影响。此外，该项目致力于根据视频分析讨论、教师访谈和教师准备活动的书面材料的录音，在七个地点和多个地理区域开展跨地点的纵向案例研究。该项目有望开发和评估一种在STEM教师候选人中培养公平注意技能的模式，该模式可被其他STEM教师准备和专业发展计划所借鉴。这个Track 4：Noyce研究项目是由Robert Noyce教师奖学金计划(Noyce)支持的。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了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 project aims to serve the national need for developing effective STEM teachers who could be retained in high-need schools. This research will investigate the impact of engaging teacher candidates and new teachers in video-based analysis of STEM classrooms with the goal of building skills in noticing inclusive approaches to STEM teaching. The project aims to engage ~200 future and current STEM teachers in video-based analysis through teacher preparation programs at seven institutions geographically spread across the country. The research is designed to investigate the impact of this video-based approach on STEM teacher effectiveness and retention in high-need schools. The project has the potential to produce new insights about this model of using video-based analysis for preparing and retaining effective STEM teachers in high-need schools with skills in inclusive STEM teaching.This project at Vanderbilt University, Texas State University San Marcos, Teachers College Columbia University, West Chester University, University of Northern Iowa, Louisiana State University, and Kennesaw State University includes partnerships with high-need school districts local to each of our seven research sites. The project aims to address the following research questions: 1) How does K-12 teachers’ professional vision for equitable science teaching change over time through video-based examinations of practice from teacher education through induction? and, 2) How does teachers’ development of professional vision for equitable science teaching through video-based examinations of practice relate to their effectiveness and retention in high-need schools? Using a design-based research approach, two cohorts of prospective science teachers will engage in learning opportunities that support professional vision for equitable science teaching through video-based examinations of practice as part of their science methods coursework and field experiences. Selected teachers will then be followed into their induction year(s) at high-need school districts and continue to be provided support through networked video clubs. Direct observations of STEM teaching, as well as survey measures of teacher self-efficacy and equitable teaching practices, will be used to assess STEM teacher effectiveness. Surveys of teacher intentions to remain in the profession and social network analysis will be used to evaluate potential impacts on STEM teacher retention. Additionally, the project aspires to develop cross-site, longitudinal case studies across the seven sites and multiple geographic regions based on recordings of video analysis discussions, teacher interviews, and written artifacts from teacher preparation activities. The project has the promise of developing and evaluating a model for cultivating equitable noticing skills among STEM teacher candidates that could adapted by other STEM teacher preparation and professional development programs. This Track 4: Noyce Research 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 effectiveness and retention 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.