Collaborative Research: Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-Based Coaching

合作研究：通过基于评分标准的辅导支持教师开展公平的数学教学

• 批准号: 2100961
• 负责人: Heather Hill
• 金额: $ 119.91万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100961&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Teachers; Develop; Collaborative; Research; Supporting; Teachers; Develop

Creating supportive middle school mathematics learning spaces that foster students' self-efficacy and mathematics learning is a critical need in the United States. This need is particularly urgent for mathematics classrooms with students who have been historically marginalized in such spaces. While many instructional improvement efforts have focused on broadening access to mathematical ideas, fewer efforts have paid explicit attention to the ways instructional practices may serve to marginalize students. Supporting teachers in identifying and refining their equitable mathematics instructional practices is a persistent challenge. This project brings together a successful mathematics rubric-based coaching model (MQI Coaching) and an empirically developed observation tool focused on equity-focused instructional practices, the Equity and Access Rubrics for Mathematics Instruction (EAR-MI). The project's work integrates the EAR-MI rubrics into the MQI Coaching model with 24 middle grades mathematics coaches supporting 72 teachers at grades 5-8. The project measures the effects of the coaching model on teachers' beliefs and instructional practices and on students' mathematical achievement and sense of belonging in mathematics. The project also investigates how teachers' attitudes and beliefs impact their participation and what teachers take away from engagement with the coaching model.The project makes use of a delayed-treatment experimental design to investigate effects on teacher beliefs and practices and student achievement and sense of belonging. A cohort of 14 coaches are randomly selected to participate in the coaching in Years 2 and 3, with the remaining 10 coaches assigned to a business-as-usual model in Year 2 and engaging in the training in Year 3. Coaches engage in a 4-day summer training to become acquainted with the model with coaching cycles and follow-up meetings during the school year. Each coach will engage teachers in 8-10 coaching cycles in treatment years. Data on the nature of the coaching includes logs and surveys from the coaches. Teachers submit surveys related to their beliefs and practices and two lessons each at the start and end of the academic year for analysis. Student assessment data, course grades, and administrative data, combined with survey data from students on classroom belonging and perceptions of ability and confidence in mathematics, are used to describe student outcomes. Teacher outcomes are captured through the analysis of classroom video, surveys about ethnic-racial identity and racial attitudes, beliefs about students and instruction, and beliefs about and efficacy for culturally responsive teaching. The project uses a set of survey measures with established reliability and validity, adapting some instruments to include specific indicators related to the equity and access rubrics. Analysis of the data uses a multi-level model accounting for the clustering of teachers within schools and students within classrooms and schools.This project is funded by the Discovery Research PreK-12 (DRK-12) Program and the Established Program to Stimulate Competitive Research (EPSCoR). 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 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 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.

在美国创造支持性的中学数学学习空间，从而培养学生的自我效能和数学学习是美国的关键需求。对于与历史上在此类空间边缘化的学生的数学课堂有关的数学课堂尤其紧迫。尽管许多教学改进的工作集中在扩大对数学思想的机会，但更少的努力明确关注教学实践可能会使学生边缘化的方式。支持教师识别和完善其公平数学教学实践是一个持续的挑战。该项目汇集了成功的数学基于标题的教练模型（MQI教练），并汇集了一个凭经验开发的观察工具，该工具的重点是以股权为中心的教学实践，用于数学教学的股权和访问权限（EAR-MI）。该项目的工作将EAR-MI的标题与MQI教练模型纳入了24年级的数学教练，在5 - 8年级为72名教师提供支持。该项目衡量了教练模型对教师信念和教学实践以及学生在数学中的数学成就和归属感的影响。该项目还调查了教师的态度和信念如何影响他们的参与以及教师与教练模型的互动中所带来的帮助。该项目利用延迟治疗的实验设计来调查对教师信仰和实践以及学生成就和归属感的影响。随机选择了一组14名教练参加2年级和3年级的教练，其余10名教练分配给了2年级的商业典型模特，并参加了第3年的培训。教练参加了为期4天的夏季培训，以与该模型熟悉教练周期和上学期间的后续会议。每位教练将在治疗年份中与教师进行8-10个教练周期。有关教练性质的数据包括教练的原木和调查。教师提出与他们的信念和实践有关的调查，并在学年的开始和结束时分别进行分析。学生评估数据，课程等级和行政数据，以及来自教室归属的学生的调查数据以及对数学的能力和信心的看法，用于描述学生的成果。通过分析课堂视频，有关种族 - 种族认同的调查和种族态度，对学生和教学的信念以及对文化反应敏感的教学的信念和效力，可以捕获教师成果。该项目使用一组具有既定可靠性和有效性的调查措施，使某些工具适应与权益和访问权益有关的特定指标。对数据的分析使用了多层次模型，以核算教师在教室和学校内的教师的聚类。该项目由Discovery Research Prek-12（DRK-12）计划（DRK-12）计划和既定计划的计划（EPSCOR）资助。 DRK-12计划通过研究和开发创新的资源，模型和工具来显着通过PreK-12学生和教师来显着增强科学，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，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优点和更广泛的审查标准通过评估来进行评估的。