Sustaining Responsive and Rigorous Teaching Based on Carbon: Transformations in Matter and Energy

维持基于碳的响应性和严谨的教学：物质和能量的转变

• 批准号: 1440988
• 负责人: Charles Anderson
• 金额: $ 696.86万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1440988&HistoricalAwards=false
• 关键词: Sustaining; Responsive; Rigorous; Teaching; Based

Successful science teachers need high quality teaching materials, sustained professional development opportunities, and a school structure that aligns local goals and policies, and supports sustained teacher networks. This project addresses all three of these essential elements in the context of a key topic in the sciences: the role of carbon in the flow of materials and energy through living systems, human engineered systems, and Earth systems at multiple scales. The project builds on previously funded projects that have developed student learning progressions for these topics, and it will develop and test a new professional development model for teachers that is based on a teacher learning progression framework. The framework is based on four core teaching and learning practices advocated by the Next Generation Science Standards (NGSS): formative assessment, inquiry, explanations, and decision making. Online and in-person teacher networks will also be developed and studied for their effects on teacher knowledge and practices, and on student learning.The project engages the University of Michigan, the National Geographic Society, the Seattle Public Schools, the Institute for Learning at the University of Pittsburgh, and others in a partnership spanning schools in four states, in diverse sociocultural settings, and located in urban, suburban, and rural environments. Case-study methods will be used to develop the teacher learning progression, including analyses of written assessments, online data capture techniques, interviews, and classroom videotaping. Collected data and analyses will be used to develop a professional development model with blended online and face-to-face experiences. A design-based implementation research approach will be used to develop and test teacher implementation networks. Longitudinal and online network data will be used to identify the conditions under which teachers are influenced by others in their networks, and how those influences affect student outcomes. Findings from this project are expected to provide new knowledge on how to sustain responsive and rigorous science teaching that is anchored in the NGSS and situated in the culture of typical middle schools and high schools.

成功的科学教师需要高质量的教材，持续的专业发展机会以及与当地目标和政策保持一致的学校结构，并支持持续的教师网络。 该项目在科学的关键主题的背景下解决了所有这三个基本要素：碳在材料和能量流中通过生物和能量的作用在多个尺度上通过生活系统，人类工程系统和地球系统的作用。 该项目建立在先前资助的项目的基础上，这些项目为这些主题开发了学生学习进度，它将开发和测试一种基于教师学习进步框架的教师的新专业发展模型。 该框架基于下一代科学标准（NGSS）提倡的四种核心教学实践：形成性评估，询问，解释和决策。 Online and in-person teacher networks will also be developed and studied for their effects on teacher knowledge and practices, and on student learning.The project engages the University of Michigan, the National Geographic Society, the Seattle Public Sc​​hools, the Institute for Learning at the University of Pittsburgh, and others in a partnership spanning schools in four states, in diverse sociocultural settings, and located in urban, suburban, and rural environments. 案例研究方法将用于发展教师学习的进步，包括对书面评估，在线数据捕获技术，访谈和课堂录像的分析。 收集的数据和分析将用于开发与在线和面对面体验混合的专业发展模型。 基于设计的实施研究方法将用于开发和测试教师实施网络。 纵向和在线网络数据将用于确定教师在网络中受到其他人影响的条件，以及这些影响如何影响学生的成果。预计该项目的发现将提供有关如何维持依据和严格的科学教学的新知识，该教学固定在NGSS中，并位于典型的中学和高中文化中。