Synchronous Online Professional Learning Experiences for Middle Grades Mathematics Teachers in Rural Contexts

农村中年级数学教师同步在线专业学习体验

• 批准号: 1620911
• 负责人: Jeffrey Choppin
• 金额: $ 282.21万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1620911&HistoricalAwards=false
• 关键词: Synchronous; Online; Professional; Learning; Experiences

All teachers need access to high quality professional development in order to meet the needs of students and teach mathematics as outlined in college and career-ready standards. Online professional development has the potential to expand access to under-resourced areas, including urban districts, and teachers who wish to participate in communities of inquiry but do not have local access to such communities. Building on research on effective face-to-face professional development, including research from the emerging fields of content-focused coaching and video coaching, this project will design and study professional development for middle grades mathematics teachers in rural communities. As schools turn to digital learning contexts, it is inevitable that professional development will follow a similar trend. It is imperative to have research-based models that demonstrate how the features of high-quality face-to-face professional development can be matched or augmented in online contexts. The study has the potential to contribute to research on professional development, especially in the growing areas of online professional development and coaching, and will build from and contribute to the literature on the impact of multiple modalities and synchronicities in online contexts. The project will address the critical need for models of professional development for teachers in rural areas, which has a limited research base. This project is funded by the Discovery Research PreK-12 (DRK-12) Program. The DRK-12 program supports research and development on STEM education innovations and approaches to teaching, learning, and assessment. The project will develop and implement an innovative online mathematics professional development model designed to provide growth opportunities for teachers in rural districts who normally lack access to such opportunities. The study will take place in two geographically disparate locations in order to research the effectiveness of the model across contexts and to explore the resources and constraints involved in scaling up the model. The project will focus on developing teacher capacity to enact ambitious, responsive instruction aligned with the Common Core State Standards for Mathematics (CCSSM), and thus will be sustained, interactive, and of sufficient duration to help teachers transform their practices. In the design of the professional development, the project will leverage features of emerging technologies that are multimodal and involve a mix of synchronous/ asynchronous communication. The most innovative feature is the online video coaching in which a teacher and coach separately will view and notate video of the teacher's enactment of a collaboratively planned lesson as a precursor to the online post-lesson debriefing. Building from design-based research principles, the project will incorporate iterative cycles of data collection, analysis, reflection, and revision that will explore the effectiveness of the model and inform revisions.

所有老师都需要获得高质量的专业发展，以满足学生的需求并教授大学和职业就绪标准中概述的数学。在线专业发展有可能扩大进入资源不足的地区（包括城市地区）的机会，以及希望参加探究社区但没有当地进入此类社区的教师。该项目基于有效的面对面专业发展的研究，包括来自内容为重点的教练和视频教练的新兴领域的研究，该项目将设计和研究农村社区中的中级数学教师的专业发展。随着学校转向数字学习环境，不可避免的是专业发展将遵循类似的趋势。必须建立基于研究的模型来证明如何在在线环境中匹配或增强高质量面对面专业发展的特征。这项研究有可能为研究专业发展的研究做出贡献，尤其是在在线专业发展和教练的不断发展领域，并将源于在线环境中多种方式和同步性的影响的文献。该项目将针对农村地区教师的专业发展模型的关键需求，该地区的研究基础有限。该项目由Discovery Research PreK-12（DRK-12）计划资助。 DRK-12计划支持有关STEM教育创新和教学，学习和评估方法的研发。该项目将开发和实施创新的在线数学专业发展模型，旨在为通常无法获得此类机会的农村地区的教师提供增长机会。这项研究将在两个地理上不同的位置进行，以研究模型跨环境的有效性，并探索扩大模型的资源和约束。该项目将着重于发展教师的能力，以制定雄心勃勃的响应式教学与通用核心国家数学标准（CCSSM）一致，因此将持续，互动和足够的持续时间来帮助教师改变其实践。在专业发展的设计中，该项目将利用多模式的新兴技术的特征，并涉及同步/异步通信的混合。最具创新性的功能是在线视频教练，其中教师和教练将单独观看并记录了教师制定的合作计划的课程，作为在线后LESSON汇报的前身。该项目从基于设计的研究原理建立，将结合数据收集，分析，反思和修订的迭代周期，以探讨模型的有效性并为修订提供信息。