Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention

合作研究：调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响

• 批准号: 2344795
• 负责人: Michelle Forsythe
• 金额: $ 10.53万
• 依托单位: Texas State University - San Marcos
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2344795&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; Impact; Video

The project aims to serve the national need for developing effective STEM teachers who could be retained in high-need schools. This research will investigate the impact of engaging teacher candidates and new teachers in video-based analysis of STEM classrooms with the goal of building skills in noticing inclusive approaches to STEM teaching. The project aims to engage ~200 future and current STEM teachers in video-based analysis through teacher preparation programs at seven institutions geographically spread across the country. The research is designed to investigate the impact of this video-based approach on STEM teacher effectiveness and retention in high-need schools. The project has the potential to produce new insights about this model of using video-based analysis for preparing and retaining effective STEM teachers in high-need schools with skills in inclusive STEM teaching.This project at Vanderbilt University, Texas State University San Marcos, Teachers College Columbia University, West Chester University, University of Northern Iowa, Louisiana State University, and Kennesaw State University includes partnerships with high-need school districts local to each of our seven research sites. The project aims to address the following research questions: 1) How does K-12 teachers’ professional vision for equitable science teaching change over time through video-based examinations of practice from teacher education through induction? and, 2) How does teachers’ development of professional vision for equitable science teaching through video-based examinations of practice relate to their effectiveness and retention in high-need schools? Using a design-based research approach, two cohorts of prospective science teachers will engage in learning opportunities that support professional vision for equitable science teaching through video-based examinations of practice as part of their science methods coursework and field experiences. Selected teachers will then be followed into their induction year(s) at high-need school districts and continue to be provided support through networked video clubs. Direct observations of STEM teaching, as well as survey measures of teacher self-efficacy and equitable teaching practices, will be used to assess STEM teacher effectiveness. Surveys of teacher intentions to remain in the profession and social network analysis will be used to evaluate potential impacts on STEM teacher retention. Additionally, the project aspires to develop cross-site, longitudinal case studies across the seven sites and multiple geographic regions based on recordings of video analysis discussions, teacher interviews, and written artifacts from teacher preparation activities. The project has the promise of developing and evaluating a model for cultivating equitable noticing skills among STEM teacher candidates that could adapted by other STEM teacher preparation and professional development programs. This Track 4: Noyce Research 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 effectiveness and retention 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.

该项目旨在满足国家需要在高需求学校中保留有效的STEM教师的国家需求。这项研究将研究吸引教师候选人和新教师对基于视频的STEM教室分析的影响，其目的是以明显的包容性STEM教学方法来构建技能。该项目的目的是通过在全国各地分布在七个机构的教师准备计划中，使约200名未来和当前的STEM教师参与基于视频的分析。该研究旨在调查这种基于视频的方法对STEM教师有效性和高需求学校的保留的影响。该项目有可能对这种模型进行新的见解，该模型使用基于视频的分析来准备和保留具有包容性STEM教学技能的高需求学校的有效STEM教师。该项目在得克萨斯州范德比尔特大学，得克萨斯州立大学圣马科斯，哥伦比亚大学哥伦比亚大学哥伦比亚大学，西切斯特大学，西切斯特大学，西切斯特大学，北爱荷华州北部大学，包括肯尼西亚州立大学，以及肯尼西亚州立大学，包括我们的高处 - 肯尼斯大学，包括我们的高处 - 肯尼斯大学。站点。该项目旨在解决以下研究问题：1）K-12教师对公平科学教学的专业愿景如何通过基于视频的实践考试从教师教育到归纳而改变？ 2）教师通过基于视频的实践考试与他们在高需求学校的有效性和保留有关的实践考试来发展专业科学教学的专业愿景？使用基于设计的研究方法，两位前瞻性科学教师将培养学习机会，以通过基于视频的实践考试作为其科学方法课程和现场经验的一部分来支持公平科学教学的专业愿景。然后，选定的教师将在高需求学区的入职年中遵循，并继续通过网络视频俱乐部提供支持。直接观察STEM教学以及对教师自我效能和公平教学实践的调查措施，将用于评估STEM教学效率。对教师意图保持专业和社交网络分析的调查将用于评估潜在的对STEM教师保留的影响。此外，该项目渴望根据视频分析讨论，教师访谈和教师准备活动的书面文物的录音，在七个站点和多个地理区域进行跨站点的纵向案例研究。该项目有望开发和评估一个模型，以在STEM教师候选人中培养公平的通知技能，这些技能可以通过其他STEM教师准备和专业发展计划来适应。该曲目4：Noyce研究项目得到了Robert Noyce教师奖学金计划（NOYCE）的支持。 NOYCE计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12老师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的有效性和保留的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估，被认为是珍贵的支持。