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培养有效的 STEM 教师的需求，这些教师可以保留在高需求的学校中。这项研究将调查让教师候选人和新教师参与基于视频的 STEM 课堂分析的影响，以培养技能。该项目旨在通过分布在全国各地的 7 个机构的教师培训项目，让约 200 名未来和现有的 STEM 教师参与基于视频的分析。基于 STEM 教师效能的方法该项目有可能对这种使用基于视频的分析在高需求学校培养和保留具有包容性 STEM 教学技能的有效 STEM 教师的模型产生新的见解。 、德克萨斯州立大学圣马科斯分校、哥伦比亚大学师范学院、西切斯特大学、北爱荷华大学、路易斯安那州立大学和肯尼索州立大学与我们七个研究地点当地的高需求学区建立了合作伙伴关系。进行以下研究问题：1) 通过基于视频的教师教育实践检查，K-12 教师对公平科学教学的专业愿景如何随着时间的推移而变化？2) 教师对公平科学教学的专业愿景如何发展？基于视频的实践考试与其在高需求学校的有效性和保留率有关？ 使用基于设计的研究方法，两组未来的科学教师将参与通过基于视频的考试支持公平科学教学的专业愿景的学习机会？实践作为科学方法课程的一部分然后，选定的教师将进入高需求学区的入职年，并继续通过网络视频俱乐部获得对 STEM 教学的直接观察以及教师自我效能的调查措施。和公平的教学实践，将用于评估 STEM 教师留在该行业的意愿调查，而社交网络分析将用于评估对 STEM 教师保留的潜在影响。七个地点的纵向案例研究该项目有望开发和评估一个模型，用于培养 STEM 教师候选人的公平注意技能，其他 STEM 教师也可以采用该模型。该轨道 4：诺伊斯研究项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为有效的 K-12 STEM 教师和经验丰富的模范教师。 K-12 教师成为高需求学区的 STEM 大师级教师 它还支持对高需求学区 K-12 STEM 教师的有效性和保留率的研究。该奖项反映了 NSF 的法定使命，并被认为是值得的。通过使用基金会的智力优势和更广泛的影响审查标准进行评估来提供支持。