Examining relationships among teacher professional learning and associated teacher and student outcomes in math and science: A meta-analytic approach to mediation and moderation

检查教师专业学习与数学和科学方面相关教师和学生成果之间的关系：调解和调节的元分析方法

• 批准号: 2300544
• 负责人: Ryan Williams
• 金额: $ 130.97万
• 依托单位: American Institutes for Research in the Behavioral Sciences
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300544&HistoricalAwards=false
• 关键词: Examining; relationships; among; teacher; professional

This research synthesis study reviews the effects of professional learning interventions and will advance STEM educators' understanding of the critically important relationships among teacher professional learning (PL), teacher knowledge and practice, and average student effects. Understanding these relationships will allow the field to design better PL experiences for teachers that truly benefit student learning. The project leverages the availability of causal impact studies in the primary literature and advancements in meta-analytic techniques to uncover relationships among PL features, teacher knowledge and practice, and student outcomes in a manner that has not been done before. To ensure that the research is as useful as possible to other researchers, the team will publicly share our data and analysis scripts, allowing other meta-analysts to build on our efforts. In addition, the researchers will generate web-based data analysis tools for other primary researchers to use to examine the data from the study, conduct a priori power analyses, and to help primary researchers better interpret findings in the context of research that has already been done. This synthesis research uses meta-analysis to study the effects from studies of PL interventions with math and science student and teacher outcomes. The research team uses meta-regression with robust variance estimation as well as meta-analytic structural equation modeling. Broader impacts are addressed as the data and analyses tools can be used by many communities of researchers, higher education faculty, and policy makers. The communities include teacher educators, education researchers, district PL providers, STEM education policy makers, along with math and science teachers and students.This research project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation. The project is also funded by the Discovery Research preK-12 program (DRK-12), which 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.

这项研究综合研究回顾了专业学习干预措施的效果，并将促进STEM教育者对教师专业学习（PL），教师知识和实践以及平均学生效果至关重要的关系的理解。了解这些关系将使该领域可以为真正有益于学生学习的教师设计更好的PL经验。该项目利用主要文献中的因果影响研究以及荟萃分析技术的进步来揭示PL特征，教师知识和实践以及学生成果之间以前从未做过的关系。为了确保研究对其他研究人员尽可能有用，团队将公开共享我们的数据和分析脚本，从而使其他荟萃分析师能够在我们的努力上进行。此外，研究人员将生成基于Web的数据分析工具，供其他主要研究人员使用研究，进行研究的数据，进行先验的功率分析，并帮助主要研究人员在已经完成的研究背景下更好地解释研究结果。该综合研究使用荟萃分析来研究与数学和科学学生和教师成果的PL干预研究的影响。研究团队使用元回归，具有稳健的方差估计以及荟萃分析的结构当量建模。由于数据和分析工具可以由许多研究人员，高等教育教职员工和政策制定者使用，因此可以解决更广泛的影响。社区包括教师教育，教育研究人员，地区PL提供者，STEM教育政策制定者以及数学和科学教师和学生。该研究项目得到NSF的EHR核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究产生基础知识投资是在重要，广泛和结束的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。该计划支持积累强大的证据，以告知努力，以理解，建立理论来解释并提出干预和创新，以应对STEM兴趣，教育，学习和参与方面的持续挑战。该项目还由Discovery Research Prek-12计划（DRK-12）资助，该计划通过研究和开发创新资源，模型和工具的研究和开发，旨在显着增强PreK-12学生和教师的科学，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，并通过基金会的智力优点和更广泛的影响审查标准，通过评估来诚实地支持支持。