CAREER: Educative Learning Progressions as Tools for Teacher Development (ELEvATE)

职业：教育学习进步作为教师发展的工具（ELEvATE）

• 批准号: 0953375
• 负责人: Erin Furtak
• 金额: $ 65.64万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0953375&HistoricalAwards=false
• 关键词: CAREER; Educative; Learning; Progressions; Tools

The goal of this study is to produce an "existence proof" of how an educative learning progression designed for high school biology teachers and their students can be used to improve instruction, and as a consequence, improve student outcomes. A learning progression consists of sequences of increasingly sophisticated ideas intended as guides for curriculum and assessment development for a particular science topic or "big idea". The study focuses on a learning progression for student understanding of natural selection designed to be educative; that is, to improve teachers' understanding of natural selection and deepen their understanding of why it is difficult for students to learn. The learning progression serves as a scaffold for teachers in inquiry-based settings by helping them to anticipate not only the ideas that students have, but also suggest instructional strategies tailored to these ideas. The PI would partner with about 12 biology teachers in two high schools in diverse schools in a large Colorado district to conduct this five-year research project on this educative learning progression. This study will be guided by three research questions:-How does engagement with the learning progression impact teachers' ability to design instructional experiences, as well as recognize and respond to student thinking?-How do teachers' practices change over time through repeated use of the educative learning progression?-How does teachers' engagement with the learning progression impact student learning?This project focuses on 12 biology teachers at two schools, and includes about 35 biology classes over five years with about 25 students per class, for a total of about 900 students. The project establishes baseline data for teachers' instructional practice in Year 1, and measures student learning with a pre-post assessment of students' natural selection understanding for each class taught by each teacher. In the following years, the study would track and measure changes in teachers' classroom practices when teaching natural selection, using a multiple methods approach. The goal is to see whether changes in teachers' instructional practices are associated with changes in student learning about evolution. The study uses HLM to model student growth for each year, and models growth for each teacher using teacher content and instructional strategies codes to predict student outcomes. A strong advisory board guides the evaluation of this research.This study is important because of increasing interest in the development of learning progressions as guides for the development of standards, assessments, and curriculum and instruction. However, to date, there have been no close studies of how a learning progression can serve as a guide for instruction or how sustained professional development centered on a learning progression can improve classroom practice and student learning outcomes. This study can inform the field about how students learn natural selection, and how teachers may come to teach it more effectively. Through these contributions, it will also provide implications for the design of new curriculum materials and guidance for focused, sophisticated, and effective professional development.

这项研究的目的是提供一个“存在证明”，证明为高中生物教师及其学生设计的教育学习进程如何用于改进教学，从而提高学生的成绩。学习进程由一系列日益复杂的想法组成，旨在作为特定科学主题或“大想法”的课程和评估开发指南。该研究的重点是学生理解自然选择的学习进程，旨在具有教育意义；即提高教师对自然选择的认识，加深对学生为什么难学的理解。 学习进程为教师在基于探究的环境中提供了一个支架，不仅帮助他们预测学生的想法，而且还建议针对这些想法量身定制的教学策略。 PI 将与科罗拉多州一个大区不同学校的两所高中的约 12 名生物教师合作，针对这一教育学习进展开展为期五年的研究项目。这项研究将以三个研究问题为指导：-参与学习进程如何影响教师设计教学体验以及识别和回应学生思维的能力？-通过重复使用教师的实践如何随着时间的推移而改变教育性学习进程？-教师对学习进程的参与如何影响学生的学习？该项目以两所学校的 12 名生物教师为重点，包括五年内约 35 个生物课程，每班约 25 名学生，总共约900名学生。该项目为第一年教师的教学实践建立基线数据，并通过对每位教师教授的每堂课的学生自然选择理解进行事前评估来衡量学生的学习情况。在接下来的几年中，该研究将使用多种方法跟踪和衡量教师在教授自然选择时课堂实践的变化。目的是了解教师教学实践的变化是否与学生学习进化论的变化相关。 该研究使用 HLM 对每年的学生成长进行建模，并使用教师内容和教学策略代码对每位教师的成长进行建模来预测学生的成绩。一个强大的顾问委员会指导这项研究的评估。这项研究很重要，因为人们越来越关注将学习进程作为制定标准、评估、课程和教学的指南。然而，迄今为止，还没有关于学习进程如何作为教学指南或以学习进程为中心的持续专业发展如何改善课堂实践和学生学习成果的深入研究。这项研究可以让业界了解学生如何学习自然选择，以及教师如何更有效地教授自然选择。通过这些贡献，它还将为新课程材料的设计提供启示，并为有针对性的、复杂的和有效的专业发展提供指导。