Administrators

Exploratory Evidence on the Factors that Relate to Elementary School Science Learning Gains Among English Language Learners

This project will provide evidence on how school, classroom, teacher, and student factors shape elementary school science learning trajectories for English learners (ELs). The project will broaden ELs’ participation in STEM learning by investigating how individual, classroom, and school level situations such as instructional practices, learning environments, and characteristics of school personnel relate to EL elementary school science learning.

Lead Organization(s): 
Award Number: 
2100419
Funding Period: 
Sat, 05/15/2021 to Sun, 04/30/2023
Full Description: 

The nation’s schools are growing in linguistic and cultural diversity, with students identified as English learners (ELs) comprising more than ten percent of the student population. Unfortunately, existing research suggests that ELs lag behind other students in science achievement, even in the earliest grades of school. This project will provide evidence on how school, classroom, teacher, and student factors shape elementary school science learning trajectories for ELs. The project will broaden ELs’ participation in STEM learning by investigating how individual, classroom, and school level situations (inputs) such as instructional practices, learning environments, and characteristics of school personnel relate to EL elementary school science learning. Specifically, this study explores (1) a series of science inputs (time on science, content covered, availability of lab resources, and teacher training in science instruction), and (2) EL-specific inputs (classroom language use, EL instructional models, teacher certification and training, and the availability of EL support staff), in relation to ELs’ science learning outcomes from a national survey.

This study provides a comprehensive analysis of English learners’ (ELs) science learning in the early grades and the English learner instructional inputs and science instructional inputs that best predict early science outcomes (measured by both standardized science assessments and teacher-rated measures of science skills). The study uses the nationally representative Early Childhood Longitudinal Study (ECLS-K:2011) and employs a regression framework with latent class analysis to identify promising inputs that promote early science learning for ELs. Conceptually, rather than viewing the school-based inputs in isolation, the study explores how they combine to enhance students’ science learning trajectories. The study addresses the following research questions: How do science test performance trajectories vary across and within EL student groups in elementary school? How do access to school, teacher, and classroom level science and EL inputs vary across and within EL student groups in elementary school? Which school, teacher, and classroom level science and EL inputs are predictive of greater science test performance gains and teacher-rated science skills in elementary school? Are the relationships among these school, teacher, and classroom level inputs and student test performance and teacher-rated science skills different for subgroups of EL students, particularly by race/ethnicity or by immigration status? Are there particular combinations of school, teacher, and classroom level inputs that are predictive of science learning gains (test scores and teacher-rated skills) for ELs as compared to students more broadly?

Improving Professional Development in Mathematics by Understanding the Mechanisms that Translate Teacher Learning into Student Learning

This project explores the mechanisms by which teachers translate what they learn from professional development into their teaching practice. The goal of this project is to study how the knowledge and skills teachers acquire during professional development (PD) translate into more conceptually oriented mathematics teaching and, in turn, into increased student learning.

Lead Organization(s): 
Award Number: 
2100617
Funding Period: 
Wed, 09/01/2021 to Sun, 08/31/2025
Full Description: 

A great deal is known about the effects of mathematics teacher professional development on teachers' mathematical knowledge for teaching. While some professional development programs show meaningful changes in teacher knowledge, these changes do not always translate into changes in teacher practice. This project explores the mechanisms by which teachers translate what they learn from professional development into their teaching practice. The goal of this project is to study how the knowledge and skills teachers acquire during professional development (PD) translate into more conceptually oriented mathematics teaching and, in turn, into increased student learning. The project builds on a promising video-based PD that engages teachers in analyzing videos of classroom mathematics teaching. Previous research indicates that teachers who can analyze teaching by focusing on the nature of the mathematical learning opportunities experienced by students often teach more effectively. The researchers aim to better understand the path teachers follow as they develop this professional competency and translate it into more ambitious teaching that supports richer student learning. The lack of understanding of how a PD program can reach students is a significant barrier to improving the effectiveness of PD. To build this understanding, the researchers aim to test and refine an implementation theory that specifies the obstacles teachers face as they apply their learning to their classroom teaching and the contextual supports that help teachers surmount these obstacles. Lessons learned from understanding the factors that impact the effects of PD will help educators design PD programs that maximize the translation of teacher learning into student learning.

The project will recruit and support a cohort of teachers, grades 4–5 (n=40) and grades 6–7 (n=40) for three years to trace growth in teacher learning, changes in teaching practices, and increases in student learning. The PD will be provided throughout the year for three consecutive years. The researchers will focus on two mathematics topics with a third topic assessed to measure transfer effects. Several cycles of lesson analysis will occur each year, with small grade-alike curriculum-alike groups assisted by trained coaches to help teachers translate their growing analysis skills into planning, implementing, and reflecting on their own lessons. Additional days will be allocated each year to assist the larger groups of teachers in developing pedagogical content knowledge for analyzing teaching. The research focuses on the following questions: 1) What are the relationships between teacher learning from PD, classroom teaching, and student learning, how do hypothesized mediating variables affect these relationships, and how do these relationships change as teachers become more competent at analyzing teaching?; and 2) How do teachers describe the obstacles and supports they believe affect their learning and teaching, and how do these obstacles and supports deepen and broaden the implementation theory? Multi-level modeling will be used to address the first question, taking into account for the nested nature of the data, in order to test a model that hypothesizes direct and indirect relationships between teacher learning and teaching practice and, in turn, teaching practice and student learning. Teachers will take assessments each year, for each mathematics topic, on the analysis of teaching skills, on the use of teaching practices, and on students’ learning. Cluster analysis will be used to explore the extent to which the relationship between learning to analyze the mathematics of a lesson, teaching quality, and student achievement may be different for different teachers based on measured characteristics. Longitudinal analysis will be used to examine the theoretical relationships among variables in the hypothesized path model. Teachers’ mathematical knowledge for teaching, lesson planning, and textbook curricular material use will be examined as possible mediating variables between teacher learning and teaching practice. To address the second research question, participants will engage in annual interviews about the factors they are obstacles to doing this work and about the supports within and outside of the PD that ameliorate these obstacles. Quantitative analyses will test the relationships between the obstacles and supports with teacher learning and classroom teaching. Through qualitative analyses, the obstacles and supports to translating professional learning into practice will be further articulated. These obstacles and supports, along with the professional development model, will be disseminated to the field.

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

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.

Lead Organization(s): 
Award Number: 
2101667
Funding Period: 
Sun, 08/01/2021 to Thu, 07/31/2025
Full Description: 

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.

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

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.

Lead Organization(s): 
Award Number: 
2101666
Funding Period: 
Sun, 08/01/2021 to Thu, 07/31/2025
Full Description: 

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.

Building Networks and Enhancing Diversity in the K-12 STEM Teaching Workforce

The goal of this planning grant is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
2040784
Funding Period: 
Tue, 12/01/2020 to Tue, 11/30/2021
Full Description: 

The goal of this planning grant is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. Currently there is a large demographic discrepancy between students and teachers in K-12 schools. Studies have highlighted that the diverse teaching workforce benefits not only students of color but all students. Since 2017, the Smithsonian Science Education Center has conducted an annual STEM Diversity Summit, with the goal of building a coalition (built on collective impact) for attracting and retaining a diverse K-12 STEM teaching workforce, in which teams of teachers and administrators representing 83 school districts, schools, and states across the country shared their problems and developed a logic model to attract and retain a diverse K-12 STEM teaching workforce in their region with annual support from a matched mentor. This planning grant supports revisiting those former teams to better understand the dynamics of systems change through close examination of the successes and challenges outlined in their logic models with the perspective of the Cultural-Historical Activity Theory (CHAT). Under the collaborative infrastructure elements of shared vision and partnerships, this planning grant will inform and lay the foundation for a future alliance focused on diversifying the K-12 STEM teaching workforce.

In this planning grant, the Smithsonian in collaboration with Howard University, as well as in partnership with other experts in STEM teacher education, professional development, and diversityincluding from Harvard University, Rutgers University, 100kin10, National Board for Professional Teaching Standards, MA Department of Higher Education, STEM Equity Alliance, National Science Teaching Association, and private industrywill work on four primary activities. First, a survey will be developed and conducted with faculty members of Institutions of Higher Education (IHEs), including approximately 100 Minority Serving Institutions, which serve diverse populations in K-12 teacher preparation programs and STEM education across the country. The goal of the survey is to understand what roles IHEs play in organizational change management and strategic planning to diversify the K-12 STEM teaching workforce. Second, a virtual workshop will be convened to bring former STEM Diversity Summit attendees and their extended networks to reflect on their progress and activities in past years and discuss strategic long-term plans. Third, a survey with the virtual workshop participants will be conducted to better understand their practices, attitudes, and perceptions about their roles to create culturally diverse ecosystems in K-12 STEM education. Finally, all the collected information from the above activities will be used to investigate strategies and evidence-based practices of enhancing diversity in the K-12 STEM teaching workforce, and an iterative source book will be developed based on those findings as an initial resource to ground future work. Over a 12 month period, this planning grant will build a network between the former teams and with the extended partners, including the NSF INCLUDES National Network, and help them to grow as regional hubs within a Future NSF INCLUDES Alliance focused on diversifying the K-12 STEM teacher workforce, with the Smithsonian as the backbone organization.

Creating a Model for Sustainable Ambitious Mathematics Programs in High-Need Settings: A Researcher-Practitioner Collaboration

This project will study a successful, ambitious mathematics reform effort in high-needs secondary schools. The goal is to develop resources and tools to support other high-needs schools and districts in transforming and sustaining  their mathematics programs. The model focuses on the resources required for change and the aspects of the organization that support or constrain change in mathematics teaching and learning.

Lead Organization(s): 
Award Number: 
2010111
Funding Period: 
Sat, 08/01/2020 to Wed, 07/31/2024
Full Description: 

A long-standing challenge in secondary mathematics education is broadening participation in STEM. Reform of schools and districts to support this goal can be challenging to sustain. This implementation and improvement project will study a successful, ambitious mathematics reform effort in high-needs secondary schools. The goal is to develop resources and tools to support other high-needs schools and districts in transforming and sustaining  their mathematics programs. The model focuses on the resources required for change and the aspects of the organization that support or constrain change in mathematics teaching and learning. The project team includes school district partners that have successfully transformed mathematics teaching to better support students' learning.

The project will develop a model for understanding the demands and resources from an organizational perspective that support ambitious mathematics teaching and learning reforms. Demands are requirements for physical resources or efforts that need to be met in the instructional system. Resources are the material, human, instructional, and organizational requirements needed to address demands. The project will develop the model through a collaboration of researchers, professional development leaders, students, teachers, coaches, and administrators to: (1) understand the demands created throughout a school or district when implementing an ambitious secondary mathematics program in a high-need context; (2) identify the resources and organizational dynamics necessary to address the demands and thus sustain the program; and (3) articulate a model for a sustainable ambitious secondary mathematics program in high-need settings that has validity across a range of implementation contexts. To develop the model over multiple iterations, the project will examine the demands and resources related to implementing an ambitious mathematics program, the perspectives of stakeholders, the organizational structure, and the program goals and implementation. The project will also conduct a systematic literature review to bring together findings from the successful district and other research findings. The data collection and analysis process will include interviews, document analysis, collection of artifacts, and observations across four phases of the project.  Participants will include students, teachers, instructional support personnel, and administrators (from schools and the district).

Reaching Across the Hallway: An Interdisciplinary Approach to Teaching Computer Science in Rural Schools

This project will develop, test, and refine a "train-the-trainer" professional development model for rural teacher-leaders. The project goal is to design and develop a professional development model that supports teachers integrating culturally relevant computer science skills and practices into their middle school social studies classrooms, thereby broadening rural students' participation in computer science.

Lead Organization(s): 
Award Number: 
2010256
Funding Period: 
Wed, 07/01/2020 to Sun, 06/30/2024
Full Description: 

Strengthening computer science (CS) and computational thinking (CT) education is a national priority with particular attention to increasing the number of teachers prepared to deliver computer science courses. For rural schools, that collectively serve more than 10 million students, it is especially challenging. Rural schools find it difficult to recruit and retain STEM teachers that are prepared to teach computer science and computational thinking. This project will develop, test, and refine a "train-the-trainer" professional development model for rural teacher-leaders. The project will build teachers' self-efficacy to deliver computer science concepts and practices into middle school social studies classrooms. The project is led by CodeVA (a statewide non-profit in Virginia), in partnership with TERC (a STEM-focused national research institution) and the University of South Florida College of Education, and in collaboration with six rural school districts in Virginia. The project goal is to design and develop a professional development model that supports teachers integrating culturally relevant computer science skills and practices into their middle school social studies classrooms, thereby broadening rural students' participation in computer science. The professional development model will be designed and developed around meeting rural teachers, where they are, geographically, economically, and culturally. The model will also be sustainable and will work within the resource constraints of the rural school district. The model will also be built on strategies that will broadly spread CS education while building rural capacity.

The project will use a mixed-methods research approach to understand the model's potential to build capacity for teaching CS in rural schools. The research design is broken down into four distinct phases; planning/development prototyping, piloting and initial dissemination, an efficacy study, and analysis, and dissemination. The project will recruit 45 teacher-leaders and one district-level instructional coach, 6th and 7th-grade teachers, and serve over 1900 6th and 7th-grade students. Participants will be recruited from the rural Virginia school districts of Buchanan, Russell, Charlotte, Halifax, and Northampton. The research question for phase 1 is what is each district's existing practice around computer science education (if any) and social studies education? Phases 2, 3 and 4 research will examine the effectiveness of professional development on teacher leadership and the CS curricular integration. Phase 4 research will examine teacher efficacy to implement the professional development independently, enabling district teachers to integrate CS into their social studies classes. Teacher data sources for each phase include interviews with administrators and teachers, teacher readiness surveys, observations, an examination of artifacts, and CS/CT content interviews. Student data will consist of classroom observation and student attitude surveys. Quantitative and qualitative data will be triangulated to address each set of research questions and provide a reliability check on findings. Qualitative data, such as observations/video, and interview data will be analyzed through codes that represent expected themes and patterns related to teachers' and coaches' experiences. Project results will be communicated through presentations at conferences such as Special Interest Group on Computer Science Education, the Computer Science Teachers Association (CSTA), the National Council for Social Studies (NCSS), and the American Educational Research Association. Lesson plans will be made available on the project website, and links will be provided through publications and newsletters such as the NCSS Middle-Level Learner, NCSS Social Education, CSTA the Voice, the NSF-funded CADREK12 website and the NSF-funded STEM Video Showcase.

SPIRAL: Supporting Professional Inquiry and Re-Aligning Learning through a Structured e-Portfolio System

This project would investigate a new model of professional development for teams of science teachers in grades K-8 who would create electronic portfolios documenting how they taught specific concepts about energy. In addition, teachers would also select evidence of student understanding of the concepts and add those materials to their portfolios. The study focuses on teaching and learning energy core ideas and science practices that are aligned with the Next Generation Science Standards (NGSS).

Award Number: 
2010505
Funding Period: 
Thu, 10/01/2020 to Sat, 09/30/2023
Full Description: 

Professional development for science teachers is often restricted to content required for a single grade level or grade band. Consequently, teachers seldom have the opportunity to discuss evidence of how learning occurs as students pass from grade to grade. This project would investigate a new model of professional development for teams of science teachers in grades K-8 who would create electronic portfolios documenting how they taught specific concepts about energy. In addition, teachers would also select evidence of student understanding of the concepts and add those materials to their portfolios. The study focuses on teaching and learning energy core ideas and science practices that are aligned with the Next Generation Science Standards (NGSS). The core ideas are designed to spiral over grade levels, with each core idea being revisited with more complexity as students advance from grades K to 8. The electronic portfolio will include images of artifacts such as student work samples and videos that reflect students' evolving thinking and discourse about energy topics. As teachers organize, share, and discuss this progression of evidence in professional learning communities guided by the researchers, the goal is to have a vertical electronic display of artifacts that illustrates how learning can occur. The vertically aligned evidence will help other teachers in the school district to gain an increasingly complex understanding of student learning trajectories across grade levels to improve teaching and learning in science classrooms across the district. The project is innovative because its goal is to move beyond the grade-level collaborations typical of professional development practice and literature, toward multi-grade teams of teachers who engage in complex reflection about spiraling core ideas and scientific practices developed by students over time.

The research questions are: 1.) How does participation in a vertical professional learning community (PLC) influence teachers' knowledge and instruction for teaching disciplinary core ideas through engagement in science practices? 2.) In what ways does professional learning about science teaching and learning differ in a vertical PLC, compared to grade-level PLCs? And 3.) How does the use of an electronic portfolio and feedback system influence teachers' learning from a vertical PLC? The study will first work with K-8 teacher leaders in the Little River Unified School District in California where an electronic portfolio system is already in place due to a prior NSF grant. In the first year, the researchers will add new features to the electronic portfolio system to expand its capabilities. Each teacher would provide a 5-day portfolio of lessons in the fall semester of the first year as a baseline measure of instructional practices. The project will focus on NGSS competencies in developing models and constructing explanations for energy concepts. The researchers will measure progress through teacher interviews, surveys, and lesson plans. Teachers will also collect additional artifacts reflecting student-drawn conceptual models and written or oral causal explanations of anchoring phenomena throughout the assigned units. By the end of the study, teachers will collect new 5-day portfolios, to sum up what they have learned and how they are approaching teaching the energy concepts and science practices. Participating teacher leaders will work with the UCLA research team to design and facilitate a series of professional development modules for all science teachers across grades K-8. These modules will use the evidence in the vertical portfolios to illustrate teaching and learning trajectories across K-8 physical science energy concepts and science.

Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador)

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts.

Lead Organization(s): 
Award Number: 
2006353
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

Mathematics coaching is a research-based method to improve teacher quality, yet there is little research on teaching and coaching mathematics in rural contexts. In addition, mathematics coaches in rural contexts frequently work in isolation with little access to professional learning opportunities to support their coaching practice. This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.

Three cohorts of 12 coach participants will be recruited, with one cohort launching each year. In the first year, coaches will participate in four 2-hour synchronous content-focused course meetings, two coaching cycles with a mentor coach, and four video club meetings. In the second year, cohorts will conduct and facilitate four video club meetings. Research on impact follows a design-based model, with iterative cycles of design and revision of the online model. An ongoing analysis of 15-20% of the data collected each year will be used to inform revisions to the model from year to year, with fuller data analysis ongoing throughout the project. Participating coaches will be engaged in a noticing interview and surveys to assess changes in their perceptions and practices as coaches. Each coach participant will record one coaching interaction as data to assess changes in coaching practices. Patterns of participation and artifacts from the online course will be analyzed. Coaching cycle meetings and video club meetings will be recorded and transcribed. The Learning to Notice framework will be used as an analytical lens for describing changes in coaching practice.

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.

Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Choppin)

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts.

Lead Organization(s): 
Award Number: 
2006263
Funding Period: 
Fri, 05/15/2020 to Tue, 04/30/2024
Full Description: 

Mathematics coaching is a research-based method to improve teacher quality, yet there is little research on teaching and coaching mathematics in rural contexts. In addition, mathematics coaches in rural contexts frequently work in isolation with little access to professional learning opportunities to support their coaching practice. This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.

Three cohorts of 12 coach participants will be recruited, with one cohort launching each year. In the first year, coaches will participate in four 2-hour synchronous content-focused course meetings, two coaching cycles with a mentor coach, and four video club meetings. In the second year, cohorts will conduct and facilitate four video club meetings. Research on impact follows a design-based model, with iterative cycles of design and revision of the online model. An ongoing analysis of 15-20% of the data collected each year will be used to inform revisions to the model from year to year, with fuller data analysis ongoing throughout the project. Participating coaches will be engaged in a noticing interview and surveys to assess changes in their perceptions and practices as coaches. Each coach participant will record one coaching interaction as data to assess changes in coaching practices. Patterns of participation and artifacts from the online course will be analyzed. Coaching cycle meetings and video club meetings will be recorded and transcribed. The Learning to Notice framework will be used as an analytical lens for describing changes in coaching practice.

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.

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