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.

人们越来越认识到，让所有学生参与数学学习需要明确关注反偏见数学教学。即使教师有积极的意图，也会存在偏见，导致他们以不同的方式对待学生，并影响他们如何分配学生学习 K 的机会。 -12 数学课堂。需要研究明确减少偏见的数学教师专业发展模型。该项目的目标是研究支持偏见的以社区为中心、嵌入工作的专业发展的设计和开发。项目团队将与合作伙伴合作。三个学区为种族、民族、语言和社会经济多元化的社区提供服务，开展为期两年的专业发展计划，其目的是通过以下方式减少偏见：与同事、学生和家庭一起分析和设计数学教学，以创建教室和社区。学校以社区为中心的数学；参与反偏见教学常规；并与家长、看护者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，包括专业发展模型、框架和工具。与跨地区的教师领导者这可能会对支持更公平的数学教学和领导力产生更广泛的影响。项目活动、资源和工具将与更广泛的数学教育工作者和研究人员社区共享。这个两阶段的、基于设计的研究项目的目标是迭代设计和研究教师领导者 (TL) 参与以社区为中心、嵌入工作的专业发展，并调查其对教室、学校和地区的后续影响。该项目建立在该项目旨在了解专业发展模型如何支持教师领导者的知识、性格和实践的发展。教学和领导反偏见数学教育，以及教师随后的课堂实践如何培养学生的数学参与、话语和兴趣。该项目将通过整合现有的课堂观察准则和 STEM 兴趣调查来衡量教师知识和课堂实践的各个方面。评估对教师课堂实践的影响该项目将吸引 12 名 TL 和大约 60 名其他教师参与这些 TL 的两年专业发展，使用以社区为中心的数学工作室模型来支持反偏见数学教学，并将收集所有教师的参与数据。在专业学习中，跟踪六名教师以进行额外的数据收集和深入的案例研究，该项目的成果将有助于构建关于 TL 如何建立适应性教学专业知识并减少课堂、院系、学校和学区偏见的理论。。在此外，该项目还将提供关于反偏见教学和领导的新的和适应性的研究工具，研究成果将充实不断增长的研究基础，描述 K-12 课堂中公平数学教学的本质，并增加学生接触有意义的数学的机会。发现研究 preK-12 计划 (DRK-12) 旨在通过研究和开发创新资源、模型和工具。 DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该奖项符合 NSF 的法定使命，并通过使用基金会的智力优点和技术进行评估，被认为值得支持。更广泛的影响审查标准。