Classroom Artifacts as Indicators of Quality in STEM Education

课堂文物作为 STEM 教育质量指标

• 批准号: 1445632
• 负责人: Drew Gitomer
• 金额: $ 30万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2017-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1445632&HistoricalAwards=false
• 关键词: Classroom; Artifacts; Indicators; Quality; STEM

The National Research Council in 2013 released the report Monitoring Progress toward Successful K-12 STEM Education: A Nation Advancing?, which outlined 14 Indicators as well as the needed research and development to create a system to monitor the quality of STEM education in the nation. This project is funded in response to a Dear Colleague Letter request for research in the Promoting Innovation in Measurement and Evaluation program focused on developing research and tools to advance the nation's capability to measure these indicators. The researchers in this project will address Indicator 5: Classroom coverage of content and practices in the "Common Core State Standards" and "A Framework for K-12 Science Education." The quality of instructional practice is generally considered among the most important factors influencing student learning in STEM, yet is costly to reliably assess through direct measures such as classroom observation. The Classroom Artifacts as Indicators of STEM Classroom Practice project will design and study a set of protocols that use typical classroom work such as homework, projects, quizzes and tests as a source of evidence for measuring the range and quality of instructional practices in mathematics and science classrooms. Research activities will be carried out in four phases. In phase one the research team will review literature and available protocols for artifact evaluation, and will survey large-scale data collection systems that make use of classroom artifacts. In phase two the project will convene a working session with an expert advisory committee to collaboratively design the mathematics and science artifact protocols, scoring processes, and the Phase three pilot study. In phase three the project will pilot the protocols with 500 teachers of mathematics and science and will convene the advisory committee to review findings and further revise the prototypes. The project will also gather validity information through structured interviews of the artifacts with a subset of the math and science teachers who submitted classroom artifacts. In phase four, the project will produce webinars that will reach and be useful to a national audience of researchers, practitioners, and policy-makers. The project will develop prototype measures that have potential for broad use or adaptation in a range of national and international data collections and/or at the district level to gather evidence about the nature and quality of instructional practice in mathematics and science classrooms.

国家研究委员会于2013年发布了报告，该报告监测了成功的K-12 STEM教育的进展：一个国家前进？，哪个概述了14个指标以及所需的研究和开发，以创建一个系统来监视美国STEM教育的质量。该项目是为了响应尊敬的同事信函促进研究和评估计划的创新的研究，以开发研究和工具，以提高国家衡量这些指标的能力。该项目的研究人员将解决指标5：“共同核心州标准”和“ K-12科学教育框架”中内容和实践的课堂报道。通常认为，教学实践的质量是影响Stem中学生学习的最重要因素之一，但通过直接措施（例如课堂观察）可靠地评估成本。课堂工件作为STEM课堂实践项目的指标，将设计和研究一套使用典型的课堂工作的协议，例如家庭作业，项目，测验和测试作为衡量数学和科学教室教学实践范围和质量的证据来源。研究活动将分为四个阶段。在第一阶段，研究团队将审查文献和可用协议以进行工件评估，并将调查使用课堂文物的大规模数据收集系统。在第二阶段，该项目将与专家咨询委员会召开工作会议，以合作设计数学和科学工件协议，评分过程和第三阶段试点研究。在第三阶段，该项目将与500名数学和科学教师一起驾驶协议，并将召集咨询委员会审查发现并进一步修改原型。 该项目还将通过对文物的结构化访谈，并通过提交课堂文物的数学和科学老师的一部分来收集有效性信息。在第四阶段，该项目将制作网络研讨会，这些网络研讨会将对研究人员，从业者和政策制定者的全国受众群体有用。该项目将制定原型措施，这些措施有可能在一系列国家和国际数据收集和/或地区层面上进行广泛使用或适应，以收集有关数学和科学课堂教学实践的性质和质量的证据。