Collaborative Research: Using Networked Improvement Communities to Design and Implement Program Transformation Tools for Secondary Mathematics Teacher Preparation

协作研究：利用网络改进社区设计和实施用于中学数学教师准备的程序转换工具

基本信息

批准号：
1834539
负责人：
W Gary Martin
金额：
$ 15万
依托单位：
Auburn University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-10-01 至 2021-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1834539&HistoricalAwards=false
关键词：
Collaborative Research Using Networked Improvement

项目摘要

The Mathematics Teacher Education Partnership (MTE-P) is a collaborative of over 90 universities organized by the Association of Public and Land-grant Universities. It has worked to create solutions to significant problems in secondary mathematics teacher preparation. However, as noted in the Standards for the Preparation of Teachers of Mathematics prepared by the Association of Mathematics Teacher Educators (AMTE), creating programs that achieve the vision of well-prepared beginning mathematics teachers will be challenging. Such efforts will require a continuing focus that acknowledges the ongoing and cyclic nature of improving mathematics teacher preparation program. This project aims to address the challenges of transforming secondary mathematics teacher preparation programs to meet the recommendations outlined in the AMTE Standards. The project will address this challenge by weaving together two mutually-reinforcing areas of work using a networked improvement communities approach. A group of institutions involved in the MTE-P will develop approaches to effectively enact program transformation, drawn from research on institutional change and enacting the networked improvement communities design at an institutional level. The design of this project will thus be a network of networks, incorporating work across the institutions. Simultaneously, work will begin on developing a system to manage knowledge generated by the project and by the MTE-P more broadly. Through this project, a comprehensive approach will be developed to meet the national need of transforming secondary mathematics teacher preparation programs to meet the national vision of secondary mathematics teacher preparation. Over a period of two years, the project will build a basic infrastructure that has potential to be scaled up to support transformation efforts across the MTE-P and create a model that can be used throughout the nation. The project will engage secondary mathematics teacher preparation programs at five institutions (Auburn University, University of Nebraska-Lincoln, University of Kentucky, Mississippi State University, and California State University-Fullerton). Transformation of these five, diverse secondary mathematics teacher preparation programs has the potential to positively affect over 350 preservice teachers and over 25,000 K-12 students. The initial infrastructure created by this project will be the basis for future scale up to a larger number of sites. This project will also generate a knowledge management system to capture validated products and approaches useful in transforming secondary mathematics teacher preparation. Project leaders aim to extend access to the lessons learned and materials developed through this project to other institutions.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

数学教师教育合作伙伴关系（MTE-P）是由公立和土地授予大学协会组织的90多所大学的合作。它一直致力于为二级数学教师准备中的重大问题创建解决方案。但是，正如数学教师教育工作者协会（AMTE）准备的数学教师准备的标准中所指出的那样，创建实现精心准备的开始数学老师愿景的计划将具有挑战性。这样的努力将需要一个持续的重点，以确认改善数学教师准备计划的持续和周期性。该项目旨在应对改变二级数学教师准备计划的挑战，以满足AMTE标准中概述的建议。该项目将通过使用网络改进社区的方法将两个相互强化的工作领域编织在一起，以应对这一挑战。参与MTE-P的一组机构将开发有效实施计划转型的方法，这是从机构变革的研究中得出的，并在机构层面颁布了网络改善社区的设计。因此，该项目的设计将是一个网络网络，结合了整个机构的工作。同时，将开始开发一个系统来管理项目和MTE-P更广泛地管理知识的系统。通过该项目，将开发一种全面的方法，以满足国家改变二级数学教师准备计划的国家需求，以满足二级数学教师准备的国家愿景。在两年的时间里，该项目将建立一个基本的基础设施，该基础设施有可能扩大规模，以支持MTE-P的转型工作，并创建可以在全国范围内使用的模型。该项目将在五个机构（奥本大学，内布拉斯加州林肯大学，肯塔基大学，密西西比州立大学和加利福尼亚州立大学 - 富勒顿）的二级数学教师准备课程中参与。这五种，多样化的二级数学教师准备计划的转变有可能对350多名职前教师和25,000多名K-12学生产生积极影响。该项目创建的最初的基础架构将是将来规模扩展到大量站点的基础。该项目还将生成一个知识管理系统，以捕获经过验证的产品和方法，可用于改变次要数学教师准备。项目领导者的目标是将通过该项目开发的经验教训和材料扩展到其他机构。该奖项反映了NSF的法定任务，并认为使用基金会的知识分子优点和更广泛的影响审查标准，被认为值得通过评估。