A Developmental Model to Understand the Process of Instructor Implementation of Evidence-Based Teaching Practices

理解教师实施循证教学实践过程的发展模型

• 批准号: 2235966
• 负责人: Michelle Withers
• 金额: $ 6.63万
• 依托单位: SUNY at Binghamton
• 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: 2023-02-01 至 2026-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235966&HistoricalAwards=false
• 关键词: Developmental; Model; Understand; Process; Instructor

This project aims to serve the national interest by creating a model for evidence-based teaching (EBT) training to better facilitate instructors’ transfer of professional development training into STEM classrooms. Researchers at three institutions (Yale University, SUNY-Binghamton, and the University of Connecticut) will collaborate to investigate why, after taking part in professional development (PD) programs on EBT, some participants continue to climb the "implementation curve" while others revert to previous strategies. Moving away from a binary perspective of "implementers" and "non-implementers," this study aims to uncover how instructors translate professional development training into classroom implementation. It will also aim to identify specific ways of providing instructors support between the time of their EBT training and the anticipated classroom implementations. The faculty participating in the study are affiliated with twenty-one institutions including one community college, two master’s granting institutions, three baccalaureate colleges, ten high research activity (R1) universities, and five high research activity (R2) universities. Such institutional diversity holds promise to add to the generalizability of the project’s findings.This project intends to systematically identify themes of faculty EBT implementation, build a model of the implementation process, test the model, disseminate findings to improve PD programs, and locate associated measures so that implementation can be assessed. This will be accomplished through a mixed-methods approach that includes surveying and interviewing EBT-trained instructors, creating and content-validating a model of EBT implementation, and developing a “model to measures” inventory that locates measures associated with implementation stages. Insights from the project should clarify the change process for instructors, as well as aid professional developers in revising and evaluating their programs to better support instructors as they embark on their transformation journeys at their home institutions. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过创建用于循证教学（EBT）培训的模型来更好地支持教师将专业发展培训转移到STEM教室中的模型。三个机构（耶鲁大学，纽约州立大学和康涅狄格大学）的研究人员将合作调查为什么在EBT参加专业发展（PD）计划后，一些参与者继续攀升“实施曲线”，而另一些参与者则恢复为以前的策略。这项研究从“实施者”和“非实施者”的二进制角度移开，旨在发现教师如何将专业发展培训转化为课堂实施。它还将旨在确定在EBT培训的时间和预期的课堂实施时间之间提供教师支持的特定方法。参加该研究的教师与二十一家机构有关联，包括一所社区学院，两家硕士授予机构，三所学士学位学院，十项高级研究活动（R1）大学和五项高级研究活动（R2）大学。这种机构多样性有望增加项目发现的普遍性。该项目打算系统地确定教师EBT实施的主题，建立实施过程的模型，测试模型，进行模型，进行分发发现以改善PD程序，并确定相关的措施，以便评估实施。这将通过混合方法方法来完成，该方法包括对EBT培训的指导员进行测量和访谈，创建和内容验证EBT实施模型，并开发一个“测量模型”清单，以定位与实施阶段相关的度量。该项目的洞察力应阐明讲师的变更过程，并帮助专业开发人员修改和评估他们的计划，以更好地支持讲师，因为他们在本国机构进行转型旅程时。 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。通过其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。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影响评估的评估来支持的。