Doing the Math with Paraeducators: A Research and Development Project

与辅助教育工作者一起计算：研究与开发项目

• 批准号: 1621151
• 负责人: Judy Storeygard
• 金额: $ 45万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621151&HistoricalAwards=false
• 关键词: Doing; Math; Paraeducators; Research; Development

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Over one million paraeducators (teaching assistants and volunteers) currently assist in classrooms, and another 100,000 are likely to be added in the next ten years. Paraeducators (paras) are often required to teach content, such as mathematics, but there are few efforts to provide them with the knowledge or supervision they need to be effective when working with a range of students, including those with disabilities and for whom English is a second language. The project will focus on developing the confidence, mathematical knowledge, and teaching strategies of paras using classroom activities that they are expected to implement. The planned professional development will enable them to make a greater difference in the classroom, but it will also increase their access to continuing education and workplace opportunities. The work will be conducted in the Boston Public Schools (BPS) and will focus on grades K-3, where the largest numbers of paras are employed. Given the importance of early math learning in predicting mathematical achievement, supporting paras who work in the early grades is particularly important. The project will design and pilot professional development that supports paraeducator knowledge development and addresses instructional challenges in teaching mathematics. The project will address the following goals: research the current roles of paras in mathematics instruction, the preparation of their collaborating teachers, and the opportunities for collaboration and planning between supervising teachers and paras in BPS; pilot, develop, implement, and research a model for professional development program for paras that targets specific activities they can implement that are key to student learning in number and operation in K-3; document how paras assume new roles that increase student engagement and empower them as mathematical learners; pilot, develop, implement, and research a supervisory component to help teachers set expectations, and structures for debriefing and reflecting along with their paras; and identify next steps for an early stage development study based on our findings. A needs assessment survey will investigate the context in which paras work. The iterative process of design-based research will develop, test, and implement the targeted professional development with paras, measuring how prepared they feel to implement new ideas and how they translate their learning into new pedagogical practices. Crosscase analyses, descriptive statistics, tallies and coded behaviors from observations, and themes from paras, and teacher and administrator interviews will be collected, coded, and analyzed. Furthermore, an efficacy survey will be administered periodically to document longitudinal changes in paras, which will be integrated in the crosscase analyses.

Discovery Research K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具的研究和开发，从而显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。目前，超过100万个寄生虫（助教和志愿者）在课堂上提供协助，未来十年可能会增加100,000。通常要求寄生虫（Paras）教书，例如数学，但是在与一系列学生（包括残疾人和英语是第二语言的学生）合作时，很少有努力为他们提供有效的知识或监督。该项目将专注于使用他们期望实施的课堂活动来发展Paras的信心，数学知识和教学策略。计划中的专业发展将使他们能够在课堂上产生更大的影响，但它也将增加他们继续接受教育和工作场所机会的机会。 这项工作将在波士顿公立学校（BPS）进行，并将重点关注K-3年级，该年级使用了最多的Paras。鉴于早期数学学习在预测数学成就方面的重要性，支持在早期工作的Paras尤其重要。该项目将设计和试点专业发展，以支持帕拉辅助知识发展并解决教学数学方面的教学挑战。该项目将解决以下目标：研究Paras在数学教学中的当前角色，他们的合作教师的准备以及BPS监督教师和Paras之间的合作和计划的机会；试点，开发，实施和研究PARAS专业发展计划模型，该计划针对他们可以实施的特定活动，这是K-3中学生学习和操作的关键；记录帕拉斯如何扮演新角色，以增加学生的参与度并赋予他们作为数学学习者的能力；试点，开发，实施和研究监督组成部分，以帮助教师设定期望，以及汇报和反思的结构及其帕拉斯；并根据我们的发现确定早期发展研究的下一步。需求评估调查将调查paras起作用的情况。基于设计的研究的迭代过程将通过PARAS开发，测试和实施目标的专业发展，以衡量他们如何做好实施新想法的准备，以及如何将学习转化为新的教学实践。将收集，编码和分析的跨案例分析，描述性统计数据，统计和编码行为以及帕拉斯的主题以及教师和管理员访谈的主题。此外，将定期进行一项功效调查，以记录Paras的纵向变化，该纵向变化将集成到串扰分析中。