Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education

合作研究：培养和研究 K-12 教师领导者实施反偏见数学教育

基本信息

批准号：
2302773
负责人：
Cathery Yeh
金额：
$ 65.4万
依托单位：
University of Texas at Austin
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：
2023-01-01 至 2025-12-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2302773&HistoricalAwards=false
关键词：
Collaborative Research Developing Researching 12

项目摘要

There is increased recognition that engaging all students in learning mathematics requires an explicit focus on anti-bias mathematics teaching. Teachers, even with positive intentions, have biases, causing them to treat students differently and impacting how they distribute students’ opportunities to learn in K-12 mathematics classrooms. Research is needed to examine models of mathematics teacher professional development that explicitly addresses bias reduction. The goal of this project is to study the design and development of community-centered, job-embedded professional development for classroom teachers that supports bias reduction. The project team will partner with three school districts serving racially, ethnically, linguistically, and socio-economically diverse communities, for a two-year professional development program. The aim is to reduce bias through: analyzing and designing mathematics teaching with colleagues, students, and families to create classrooms and schools based on community-centered mathematics; engaging in anti-bias teaching routines; and building relationships with parents, caretakers, and community members. The project team will study teacher leader professional development, including the professional development model, framework, and tools, along with what teacher leaders across district contexts and grade-levels take up and use in their instructional practice. This will potentially have wider implications for supporting more equitable mathematics teaching and leadership. Project activities, resources, and tools will be shared with the broader community of mathematics educators and researchers for use in other contexts. The goal of this two-phase, design based research project is to iteratively design and research teacher leaders’ (TLs) participation in community-centered, job-embedded professional development and investigate their subsequent impact on classrooms, schools, and districts. The project builds on the existing Math Studio professional development model to create a Community Centered Math Studio, integrating the Anti-bias Mathematics Education Framework into the work. The project seeks to understand how the professional development model supports the development of teacher leaders' knowledge, dispositions, and practices for teaching and leading anti-bias mathematics education, and how teachers' subsequent classroom practice can cultivate students' mathematical engagement, discourse, and interests. The project will measure aspects of teacher knowledge and classroom practice by integrating existing classroom observation rubrics and STEM interest surveys to assess the impact on teacher classroom practice and student outcomes. The project will engage 12 TLs and approximately 60 additional teachers working with those TLs in two years of professional development using the Community Centered Math Studio Model to support anti-bias mathematics teaching. Data will be collected for all teachers related to their participation in the professional learning, with six teachers being followed for additional data collection and in-depth case studies. The project's outcomes will contribute to theories of how TLs build adaptive expertise for teaching and leading to reduce bias in classrooms, departments, schools, and districts. In addition, the project will contribute new and adapted research instruments on anti-bias teaching and leading. The research outcomes will add to the growing research base that describes the nature of equitable mathematics teaching in K-12 classrooms and increases access to meaningful mathematics for students, teachers, and communities.The Discovery Research preK-12 program (DRK-12) 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.

越来越多的认识是，让所有学生参与学习数学需要明确关注反偏数学教学。教师即使有积极的意愿也有偏见，使他们对学生的对待不同，并影响了他们如何分配学生在K-12数学课堂上学习的机会。需要研究来检查数学教师专业发展模型，该模型明确解决了降低偏见的问题。该项目的目的是研究以社区为中心的，以求职为中心的教室教师的专业发展的设计和开发，以支持偏见。该项目团队将与三个学区合作，在两年的专业发展计划中，在种族，语言上和社会经济上多样化的社区提供大致，种族，语言和社会经济多样性的社区。目的是通过以下方式减少偏见：与同事，学生和家庭分析和设计数学教学，以基于以社区为中心的数学创建教室和学校；从事反偏见的教学惯例；并与父母，看护人和社区成员建立关系。项目团队将研究教师领导者的专业发展，包括专业发展模式，框架和工具，以及在地区环境中的教师领导者和等级层面的教师领导者在教学实践中使用并使用。这可能会对支持更公平的数学教学和领导才能产生更广泛的影响。项目活动，资源和工具将与更广泛的数学教育者和研究人员共享，以在其他情况下使用。这个基于设计的两阶段研究项目的目的是迭代设计和研究教师领导者（TLS）参与以社区为中心的职业发展的专业发展，并调查其随后对课堂，学校和地区的影响。该项目建立在现有的数学工作室专业发展模型的基础上，以创建一个以社区为中心的数学工作室，将反偏见的数学教育框架整合到工作中。该项目旨在了解专业发展模式如何支持教师领导者的知识，倾向和教学和领导反偏见数学教育的实践，以及教师随后的课堂实践如何培养学生的数学参与，讲话和兴趣。该项目将通过整合现有的课堂观察专栏和STEM兴趣调查来评估对教师课堂实践和学生成果的影响，从而衡量教师知识和课堂实践的各个方面。该项目将使用社区中心的数学工作室模型在两年的专业发展中与12个TLS和大约60名教师与这些TLS合作，以支持反偏见的数学教学。将为所有与参与专业学习有关的教师收集数据，遵循六名教师进行其他数据收集和深入的案例研究。该项目的成果将有助于TLS如何建立自适应专业知识的理论，以减少教室，部门，学校和地区的偏见。此外，该项目将贡献有关反偏见教学和领导的新的和改编的研究工具。研究结果将增加。研究基础描述了K-12教室中公平数学教学的性质，并增加了为学生，老师和社区提供有意义的数学的机会。发现PreK-12计划（DRK-12）试图通过PreK-12学生和教师的工具和发展工具，旨在显着增强科学，技术，技术，工程和工程（STEM）的科学，技术，技术，工程学（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，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。