Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis

合作研究：通过视频分析促进公平和公平科学教学实践的跨站点研究能力建设

• 批准号: 2150600
• 负责人: Heather Johnson
• 金额: $ 2.43万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150600&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; Capacity; Cross

The project will serve the national need to develop equitable and effective science teaching practice by building capacity to investigate the use of video analysis tasks in teacher preparation. Through a cross-site collaboration, a plan for a longitudinal study focused on STEM teacher effectiveness and retention in high-need schools will be developed. The COVID-19 pandemic gives new urgency to video analysis as large numbers of teacher preparation programs have had to use digital libraries of classroom video cases in lieu of traditional field experiences in schools. In addition, the importance of how teachers are prepared to enact equitable, justice-oriented, culturally responsive, and linguistically sustaining pedagogies in support of the success of K-12 students in science, technology, engineering, and mathematics education cannot be underestimated. This project builds upon five years of prior work of the seven institutions involved in which the partners discussed, designed, and studied video analysis within science teacher preparation and developed the Framework for Analyzing Video in Science Teacher Education (FAVSTE).This project involves a collaboration of science teacher educators from partnering universities (the Collaborative) including Vanderbilt University, Texas State University—San Marcos, Teachers College—Columbia University, West Chester University of Pennsylvania, the University of Northern Iowa, Florida International University, and Kennesaw State University who will work with partner high-need school districts. The project has three main intents regarding capacity building intended to situate the Collaborative to be well-positioned to submit a Track 4 Research proposal. One is to continue to analyze and modify the FAVSTE framework and associated tools to ensure that they explicitly support noticing for equity. A second is to identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable science teaching practice, and how this vision changes over time in relation to teacher effectiveness and retention. And the third is to develop a cross-site, longitudinal research study that incorporates practical instructional tools for video analysis and research tools for studying effectiveness and retention of STEM teachers in high-need school districts. Data collection and analysis consistent with a design-based research approach will be used. The work will allow the Collaborative to deepen its theoretical and methodological understanding of how to use video in teacher preparation to support equitable science teaching practice. The project intends to disseminate insights and best practices emanating from this project through the National Board for Professional Teaching Standards (NBPTS), a partner of the Collaborative, as well as professional organizations including the Association for Science Teacher Education (ASTE). This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目将通过跨站点合作开展调查视频分析任务在教师准备中的使用的能力建设，以满足国家发展公平和有效的科学教学实践的需要，这是一项侧重于 STEM 教师有效性和保留率的纵向研究计划。由于大量教师准备项目不得不使用课堂视频案例数字库来代替学校中的传统现场经验，因此 COVID-19 大流行给视频分析带来了新的紧迫性。教师如何准备实施公平的重要性，不可低估以正义为导向、文化敏感和语言可持续的教学法，以支持 K-12 学生在科学、技术、工程和数学教育方面取得成功。该项目建立在参与该项目的七个机构之前五年的工作基础上。合作伙伴在科学教师准备过程中讨论、设计和研究了视频分析，并开发了科学教师教育中的视频分析框架 (FAVSTE)。该项目涉及包括范德比尔特大学在内的合作大学（合作组织）的科学教师教育工作者的合作大学、德克萨斯州立大学圣马科斯分校、哥伦比亚大学师范学院、宾夕法尼亚州西切斯特大学、北爱荷华大学、佛罗里达国际大学和肯尼索州立大学将与合作伙伴高需求学区合作，该项目有三个。能力建设的主要目的是让协作组织能够更好地提交第 4 轨研究提案，一是继续分析和修改 FAVSTE 框架及相关工具，以确保它们明确支持公平性通知。确定、修改和试点研究工具，以分析教师的专业愿景、其与公平科学教学实践的联系，以及这种愿景如何随着时间的推移而与教师的有效性和保留率发生变化。这项工作将采用纵向研究，其中结合了视频分析的实用教学工具和研究高需求学区 STEM 教师的有效性和保留率的研究工具。工作协作，加深对如何在教师准备中使用视频来支持公平的教学科学实践 该项目旨在通过协作组织的合作伙伴国家专业教学标准委员会 (NBPTS) 以及包括科学教师教育协会 (ASTE)。该能力建设项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科生和专业人士成为有效的 K-12 STEM 教师。和经验丰富的模范 K-12 教师成为高需求学区的 STEM 大师级教师。 它还支持对高需求学区 K-12 STEM 教师的持久性、保留性和有效性的研究。该奖项反映了 NSF 的法定资格。使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。