Collaborative Research: Overcoming Obstacles to Scaling-Up with a Cyberlearning Professional Development Model

协作研究：通过网络学习专业发展模型克服扩大规模的障碍

• 批准号: 1118392
• 负责人: Tamara Sumner
• 金额: $ 85万
• 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: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118392&HistoricalAwards=false
• 关键词: Collaborative; Research; Overcoming; Obstacles; Scaling

It's About Time publishers in collaboration with the University of Colorado at Boulder develop and test a cyberlearning professional-development model that builds on the successful Curriculum Customization Service model implemented in Denver with EarthComm. The cyberlearning system is tested with the Project Based Inquiry Science (PBIS) curriculum - a proven comprehensive middle school science curriculum. In the first two years, six unit-specific materials, curriculum implementation webinars, electronic teacher editions, and teacher planning guide software are developed with teacher input and tested. In the third year, forty middle school teachers nationwide use the cyberlearning system. The learning of their students is compared to students of teachers who had other professional development. The cyberlearning system is evaluated for scalability, affordability, flexibility, and effectiveness for changing teacher practice and student learning. In the first two years ethnographic studies done by WestEd inform the project about how teachers use the cyberlearning system and which parts are most efficacious. At the same time WestEd collects data of student learning and classroom practice from teachers who have had traditional professional development offered by the publishers. At the same time, data are gathered about student learning in classes whose teachers receive traditional professional development. These teachers form a matched control group for the teachers engaged in cyberlearning professional development in the third year. Their student learning data are compared to the learning of students whose teachers are engaged in the cyberlearning professional development. The research is evaluated by three members of the Advisory Board who have credentials in research methodology, content and broadening participation. Effective implementation of reform-based STEM curricula depends upon curriculum-based, consistent and well developed professional development. Scaling-up to a broad-based national market is logistically constrained by traditional face-to-face professional development. The project will lead to a tested, useful, affordable, and effective system on-line system to support teacher implementation of reform science curricula that will be used by It's About Time publishers and will be available to others. The results disseminated in the research and practitioner literature can transform the professional development provided by publishers of reform science materials.

这是关于与科罗拉多大学博尔德分校合作开发和测试的网络学习专业发展模型的时间出版商，该模型基于与EarthComm在丹佛实施的成功课程定制服务模型。 通过基于项目的探究科学（PBIS）课程对网络学习系统进行了测试，这是一项经过验证的全面的中学科学课程。 在最初的两年中，通过教师输入和测试开发了六种特定单位材料，课程实施网络研讨会，电子教师版和教师计划指南软件。 在第三年，全国40名中学教师使用网络学习系统。 将他们的学生学习与还有其他专业发展的教师的学生进行了比较。 评估网络学习系统的可扩展性，负担能力，灵活性和有效性，以改变教师的实践和学生学习。 在最初的两年中，由Wested进行的民族志研究将教师如何使用网络学习系统以及哪些部分最有效地告知该项目。 同时，Wested从出版商提供的传统专业发展的老师那里收集了学生学习和课堂练习的数据。 同时，收集了有关在教师接受传统专业发展的课堂中的学生学习的数据。 这些老师组成了一个匹配的对照组，为第三年从事网络学习专业发展的老师。 将他们的学生学习数据与教师从事网络学习专业发展的学生的学习进行了比较。 该研究由顾问委员会的三名成员评估，他们在研究方法，内容和扩展参与方面具有证书。 基于改革的STEM课程的有效实施取决于基于课程的，一致且发达的专业发展。 在传统的面对面专业发展上，扩大基于广泛的国家市场受到逻辑上的限制。 该项目将导致经过测试，有用，负担得起且有效的在线系统，以支持教师实施改革科学课程，该课程将由时间出版商使用，并将提供给其他人。 研究和从业者文献中传播的结果可以改变改革科学材料出版商提供的专业发展。