Building a Teacher Knowledge Base for the implementation of High-quality instructional resources through the collaborative investigation of video cases

通过视频案例协同调研，构建教师知识库，实现优质教学资源

• 批准号: 1908185
• 负责人: David Wilson
• 金额: $ 56.56万
• 依托单位: SUNY College at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908185&HistoricalAwards=false
• 关键词: Building; Teacher; Knowledge; Base; implementation

This is a Late-Stage Design and Development collaborative effort submitted to the teaching strand of the Discovery Research PreK-12 (DRK12) Program. This project will address the pressing national need to generate shared, practice-based knowledge about how to implement freely available, high-quality instructional resources (mathematics formative assessment lessons) that have been shown to produce significant gains in student learning outcomes. It will expand a professional development model (Analyzing Instruction in Mathematics using the Teaching for Robust Understanding Framework (AIM-TRU)) that supports teacher learning about effective lesson implementation. The backbone of AIM-TRU is a growing, open repository of video cases available to teachers and teacher educators across the U.S. who use or are interested in using the lessons. The repository will include tools such as a facilitator's guide to support teachers and teacher educators to engage in the model and collaboratively investigate the video cases. Consequently, the work will have the potential to engage teachers and teacher educators in improving mathematics education at scale. Because the video cases will capture implementation and ideas for improving instruction in schools serving populations who are underrepresented in mathematics, AIM-TRU will serve to improve mathematics education equitably.Research questions focus on what teachers learn about high-quality mathematics instruction and instructional materials within a community of practice, and how that learning influences their teaching. In AIM-TRU, teachers engage in the collaborative investigation of video cases utilizing a shared repertoire that includes questioning protocols adapted from the Teaching for Robust Understanding (TRU) framework. This framework articulates five dimensions of classroom instruction that are necessary and sufficient to support students in becoming powerful mathematical thinkers. This affords teachers opportunities to use the TRU dimensions as lenses to diagnose common problems of practice that arise in implementation, and propose innovations and theories for improving instruction that can be tested in real classrooms and documented in new video cases. Analytic tools will be used from frame analysis to produce empirical evidence of what teachers are learning about instruction and instructional materials along the five dimensions of TRU. These data will be mapped to a random sample of video recordings of participating teachers' instruction, scored using the TRU Math Rubric, in order to link learning outcomes from the professional development to changes in instruction. Addressing these research questions will provide a deeper understanding and empirical evidence of learning within teacher collectives, the pressing national need to develop mechanisms to produce collective professional knowledge for teaching, and further efforts to understand the types of knowledge required for effective teaching.The 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 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

这是一项后期的设计和开发协作工作，提交给了Discovery Research PreK-12（DRK12）计划的教学链。该项目将解决有关如何实现如何实现如何实施可免费获得的高质量教学资源（数学形成性评估课程）的迫切需求，这些知识已被证明在学生学习成果中带来了可观的增长。它将扩大专业发展模型（使用教学来分析数学的教学，以实现强大的理解框架（AIM-TRU）），该模型支持教师学习有关有效的课程实施的学习。 AIM-TRU的骨干是一个不断增长的开放式存储库，可供美国各地使用或有兴趣使用这些课程的教师和教师教育者使用的视频案例。存储库将包括诸如支持教师和教师教育者参与模型并协作调查视频案例的教师指南之类的工具。因此，这项工作将有可能吸引教师和教师教育者，以大规模改善数学教育。由于视频案例将捕捉到在数学中代表不足的人群的学校中改善教学的实施和想法，因此AIM-TRU将有助于公平地改善数学教育。进行搜索问题的重点是教师学习有关高质量的数学教学教学和教学材料的知识，以及如何学习教学的教学。在AIM-TRU中，教师利用共同的曲目进行了对视频案例的合作调查，其中包括质疑协议，该协议改编自教学以富有理解（TRU）框架。该框架阐明了课堂教学的五个维度，这些维度足以支持学生成为强大的数学思想家。这为教师提供了将TRU维度用作诊断实施中常见实践问题的镜头的机会，并提出了改善教学的创新和理论，可以在真实的教室中进行测试并在新视频案例中进行记录。分析工具将从框架分析中使用，以产生教师在TRU的五个维度上学习教学和教学材料的经验证据。这些数据将映射到使用TRU Math Rubric评分的参与教师教学的视频记录的随机样本，以将从专业发展的学习成果与教学变化联系起来。解决这些研究问题将为教师集体中的学习提供更深入的理解和经验证据，全国范围内的紧迫性需要开发出为教学提供集体专业知识的机制，以及进一步的努力，以了解有效的教学所需的知识类型。DRK-12计划旨在通过研究和教师和教师和教师的发展，从而显着增强科学，技术，技术，技术和数学工具（STEM）的学习和教学的学习和教学，从而通过研究和开发来进行研究。该计划中的项目基于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。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子和更广泛影响的评估来通过评估来支持的。