Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions

通过使用模拟课堂互动，培养职前小学教师促进科学和数学中目标导向的讨论的能力

• 批准号: 1621344
• 负责人: Jamie Mikeska
• 金额: $ 277.75万
• 依托单位: Educational Testing Service
• 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: 2016-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1621344&HistoricalAwards=false
• 关键词: Developing; Preservice; Elementary; Teachers; Ability

There is widespread recognition in educational literatures that academic discourse is important for supporting students' developing understanding in the disciplines of science and mathematics. College and career-ready standards also call for attention to supporting students' learning of how to think and communicate like disciplinary experts. The teaching practice of orchestrating classroom discussion is intended to support students in obtaining higher levels of academic achievement but also to support students' participation in a democratic society. However, research has found that teachers--particularly novice teachers--struggle to orchestrate discussion effectively for science and mathematics. The investigators of this project hypothesize that opportunities to 1) practice orchestrating discussions in simulated classroom environments; 2) receive constructive feedback on their practice; and 3) reflect on that feedback and their experiences with peers and teacher educators, develops preservice teachers' abilities to lead productive classroom discussion. This may allow them to be more effective at orchestrating discussion when they begin teaching real students in science and mathematics classrooms. The project team, which includes investigators from Educational Testing Service (ETS) and software engineers at Mursion, will develop, pilot, and validate eight discussion-oriented performance tasks that will be embedded in an online simulated classroom environment. The resulting research and development products could be used nationwide in teacher preparation and professional development settings to assess and develop teachers' ability to support classroom discussion in science and mathematics.The Discovery Research K-12 (DRK-12) program 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. This Early Stage Design and Development project will 1) iteratively develop, pilot, and refine eight science and mathematics discussion-oriented performance tasks (six formative, two summative), scoring rubrics, and rater training materials; 2) deploy the intervention in four university sites, collecting data from 240 prospective teachers in both treatment and business-as-usual courses; and 3) use data analyses and expert review to build a five-part argument for the validity of the assessment and scoring rubrics. Data sources include prospective teachers' background and demographic information, cognitive interviews, surveys, scores on content knowledge for teaching (CKT) instruments, performance and scores on the developed performance tasks, discussion scores on Danielson's Framework for Teaching observation protocol, and case study interviews with prospective teachers. The project team will also conduct interviews with teacher educators and observe classroom debrief sessions with prospective teachers and their teacher educators. The research will examine each teacher's scores on two summative performance tasks administered pre- and post-intervention and will look for evidence of growth across three formative tasks. Linear regression models will be used to understand relationships among teachers' CKT scores, pre-intervention performance task scores, group assignment, and post-intervention performance task scores. A grounded theory approach to coding qualitative data of 24 case study teachers, observations of debrief sessions, and interviews with teacher educators will generate descriptive use cases, illustrating how the tools can support prospective teachers in learning how to facilitate discussions focused on science and mathematics argumentation. Mursion will develop a webpage on its website dedicated to this project that will allow the team to post the new performance-based tasks, scoring rubrics, and examples of performance in the simulated environment for teacher educators, educational researchers, and policy makers and collect feedback from them that can be used as another information source for refining tools and their use. Research findings will also be disseminated by more traditional means, such as papers in peer-reviewed research and practitioner journals and conference presentations.

在教育文献中，人们普遍认为，学术话语对于支持学生对科学和数学学科的了解很重要。大学和职业准备就绪的标准还呼吁关注支持学生对纪律专家的思考和交流的学习。 策划课堂讨论的教学实践旨在支持学生获得更高水平的学术成就，同时也支持学生参与民主社会。然而，研究发现，教师 - 尤其是新手教师 - 挣扎着有效地为科学和数学协调讨论。该项目的调查人员假设机会是1）在模拟的课堂环境中练习策划讨论； 2）就他们的实践获得建设性的反馈； 3）反思反馈及其在同龄人和教师教育工作者中的经验，发展了职前教师的能力，以领导富有成效的课堂讨论。当他们开始在科学和数学课堂上教真正的学生时，这可能会使他们更有效地策划讨论。该项目团队包括来自教育测试服务（ETS）的调查人员和Mursion的软件工程师，将开发，试点并验证将嵌入在线模拟课堂环境中的八项面向讨论的绩效任务。由此产生的研发产品可以在全国范围内用于教师准备和专业发展环境中，以评估和发展教师在科学和数学中支持课堂讨论的能力。发现研究K-12（DRK-12）计划旨在通过PreK-12学生和教师的工具和工具，开发和发展，旨在通过Prek-12学生和教师的工具和教师来显着增强科学，技术，工程和数学（STEM）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。这个早期的设计与开发项目将1）迭代，试点和完善八个科学和数学的讨论绩效任务（六个形成性，两个总结），评分标题和评估者培训材料； 2）将干预措施部署在四个大学地点，从240位准教师和商业课程中收集数据； 3）使用数据分析和专家审查来为评估和评分标题的有效性建立五部分论点。数据源包括潜在教师的背景和人口统计信息，认知访谈，调查，关于教学内容的内容知识（CKT）工具的分数，有关已发达绩效任务的绩效和分数，Danielson关于教学观察协议框架的讨论得分以及与潜在教师的案例研究访谈。项目团队还将与教师教育者进行访谈，并与潜在的老师及其教师教育者一起观察课堂汇报会议。该研究将检查每个教师在干预前和干预后执行的两项总结性绩效任务的分数，并将寻找三个形成性任务的增长证据。线性回归模型将用于了解教师的CKT分数，干预前的绩效任务分数，小组分配和干预后绩效任务分数之间的关系。对24个案例研究教师的定性数据进行编码的基础理论方法，对汇报课程的观察以及与教师教育工作者的访谈将产生描述性用例，说明这些工具如何支持潜在的教师学习如何促进讨论的重点是科学和数学论证。 Mursion将在其网站上开发一个专门针对该项目的网页，该网页将使团队能够在模拟环境中发布基于绩效的任务，评分标题，并为教师教育工作者，教育研究人员和政策制定者提供绩效示例，并从他们那里收集反馈，这些反馈可以用作另一种信息源源及其使用及其使用。 研究发现也将通过更传统的手段来传播，例如经过同行评审的研究和从业者期刊和会议演讲中的论文。