Professional Development Models and Outcomes for Science Teachers (PDMOST)

科学教师的专业发展模式和成果（PDMOST）

基本信息

批准号：
1417438
负责人：
Philip Sadler
金额：
$ 207.53万
依托单位：
Harvard University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2014
资助国家：
美国
起止时间：
2014-09-01 至 2019-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1417438&HistoricalAwards=false
关键词：
Professional Development Models Outcomes Science

项目摘要

The investigators propose to characterize the multitude of approaches currently employed in the professional development of K-12 teachers of science, and to measure the effectiveness of such approaches in increasing teacher knowledge in the sciences. The project will study 150 professional development programs for teachers of science in grades K-12. The sample will cover grade bands K-4, 5-8, and 9-12. Subject matter will include life science (biology), physical science (physics, chemistry), earth and space science. Such programs are funded through competitive federal grants for local implementation (by universities, museums, schools, and others), by state and local governments, by private institutions, and conducted by many federal agencies. To date, there has not been a national inventory and study of the effectiveness of teacher professional development programs in science, using common outcome measures of teacher instructional practice. If successful, the findings from this research will allow professional development providers and policymakers to design more effective teacher professional development programs and should provide a national landscape of teacher professional development in science.In specific, the researchers will focus on assessing gains in teachers' subject matter knowledge and knowledge of student misconceptions, and will correlate these with professional development program design features. Teachers of students from underrepresented groups will be oversampled to ensure special analyses for this group are possible. Hierarchical linear modeling will be used in analyzing the results. The project will result in a website, conference presentations, and scholarly and professional publications.

调查人员建议表征K-12科学教师专业发展中目前采用的多种方法，并衡量这种方法在增加科学教师知识中的有效性。该项目将研究K-12年级科学教师的150个专业发展计划。样品将涵盖级别的K-4、5-8和9-12。主题将包括生命科学（生物学），物理科学（物理，化学），地球和太空科学。此类计划是通过竞争性的联邦赠款来用于地方实施的（由大学，博物馆，学校等），州和地方政府，私人机构的资金，并由许多联邦机构进行。迄今为止，还没有使用公共教师教学实践的共同成果指标来研究教师专业发展计划在科学领域的有效性。如果成功的话，这项研究的发现将使专业发展提供者和决策者能够设计更有效的教师专业发展计划，并应提供科学教师专业发展的全国性景观。具体而言，研究人员将专注于评估教师对学生误解的学科知识和知识的收益，并将这些知识与专业发展计划的设计特征相关联。来自代表性不足小组的学生的老师将被过采样，以确保对该组的特殊分析。分层线性建模将用于分析结果。该项目将导致网站，会议演讲以及学术和专业出版物。