Developing and Implementing Case-Based Scenarios to Support Elementary Pre-service Teachers’ Enactment of Equitable Mathematics and Science Instruction

制定和实施基于案例的方案以支持初级职前教师 — 制定公平的数学和科学教学

• 批准号: 2142136
• 负责人: Tracy Dobie
• 金额: $ 60万
• 依托单位: University of Utah
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142136&HistoricalAwards=false
• 关键词: Developing; Implementing; Case; Based; Scenarios

This project aims to serve the national interest by improving future elementary teachers’ equitable mathematics and science instruction through the development of cased-based scenarios. This project aligns with the Improving Undergraduate STEM Education (IUSE) program goals of developing a new teaching practice and curricular innovation that has the potential to improve undergraduate teacher preparation in STEM education. This project intends to investigate how cased-based scenarios (also referred to as cases) that present authentic teaching dilemmas can be used in university methods courses to enhance future elementary teachers’ ability to enact equitable mathematics and science instruction. In collaboration with in-service teachers, the project is developing cases that represent actual classroom situations that attend to elementary students’ cultural resources and lived experiences, as well as issues of power and status in classrooms. These project-developed cases are to be implemented in university-based elementary mathematics and science methods courses where pre-service teachers engage with ways to mitigate deepening educational inequities through cases as a learning tool. The research team intends to develop principles that others can use to design cases focused on equitable mathematics and science teaching. Cases resulting from this project will be made available for public use.To address the challenge of supporting elementary pre-service teachers in enactment of culturally grounded mathematics and science, this project involves designing a series of cases capturing authentic voices of in-service elementary teachers from a variety of backgrounds and settings. These cases will then be implemented in university-based elementary mathematics and science methods courses, providing new learning opportunities for pre-service teachers. A design-based research approach utilizing qualitative analyses and computational data analytics techniques will investigate the following research questions: How does in-service teachers’ expertise about culturally grounded pedagogy influence the development of cases focused on mathematics and science teaching? How can an expansive framing approach to implementing cases in methods courses support pre-service teachers’ learning? How does this approach support pre-service teachers’ learning of culturally grounded pedagogy in mathematics and science? What design principles can be used to develop cases that enhance pre-service teacher learning of mathematics and science content and culturally grounded pedagogy? By examining pre-service teachers’ written responses and dialogue when interacting with cases, along with surveys, journal entries, and performance on a consequential learning task, results are expected to contribute to knowledge regarding pre-service teachers’ learning of culturally grounded mathematics and science pedagogy in methods courses. Project results are to be disseminated via scholarly presentations and manuscripts, a project website, podcast episodes, and professional development sessions/workshop series for P-12 practitioners. This project has the potential to benefit the STEM education community and society at large by working to prepare future elementary teachers to mitigate deepening educational inequities in STEM. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. Partial funding is from the Robert Noyce Teacher Scholarship program.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.

该项目旨在通过开发基于案例的方案来改善未来的基础教师的公平数学和科学教学来实现国家利益。该项目与改善本科STEM教育（IUSE）计划的目标相吻合，该计划的目标是开发新的教学实践和现代创新，有可能改善STEM教育中的本科教师准备。该项目旨在调查如何在大学方法课程中使用基于案例的方案（也称为案例），以增强未来的基础教师制定公平的数学和科学指导的能力。该项目与在职教师合作，正在开发代表实际课堂情况的案例，这些案例符合小学生的文化资源和生活经验，以及教室中的权力和地位问题。这些项目开发的案例将在基于大学的基础数学和科学方法课程中实施，在这些课程中，职前教师会通过将案例作为学习工具来减轻加深教育不平等的方法。研究小组打算制定其他人可以用来设计涉及公平数学和科学教学的案例的原则。该项目引起的案件将用于公共用途。要应对支持基础前职前教师制定文化扎根的数学和科学的挑战，该项目涉及设计一系列案例，以捕捉来自各种背景和环境的服务中基本教师的真实声音。然后，这些案例将在基于大学的基础数学和科学方法课程中实施，为职前教师提供新的学习机会。利用定性分析和计算数据分析技术的基于设计的研究方法将研究以下研究问题：在职教师对文化基础教学法的专业知识如何影响着专注于数学和科学教学的案例的发展？在方法课程中实施案例的广泛框架方法如何支持职前教师的学习？这种方法如何支持职前教师对数学和科学中文化扎根的教学法的学习？哪些设计原则可用于开发案例，以增强职前教师学习数学和科学内容以及文化扎根的教学法？通过检查职前教师在与案例互动时的书面回答和对话，以及有关后果学习任务的调查，日记条目以及表现，结果有望有助于有关服务前教师学习文化基础数学和科学教学的知识。项目结果将通过科学演示和手稿，项目网站，播客情节以及专业开发课程/研讨会系列播出。该项目有可能通过为未来的小学教师做好准备减轻STEM的教育不平等的准备，从而使STEM教育社区和整个社会受益。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。部分资金来自罗伯特·诺伊斯（Robert Noyce）教师奖学金计划。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估，被视为珍贵的支持。