The College of Education is pleased to announce that yet another group of researchers has been awarded National Science Foundation funding for research. This nearly $1.5M grant caps off an outstanding summer of multiple approved and NSF-funded proposals for Education at Illinois investigators.
Examining Elementary Mathematics Teachers’ Behaviors with an Online Professional Learning Platform: Improving Lurkers’ Learning Outcomes is a three-year research project led by Educational Psychology professor Michelle Perry, PI, and co-PIs assistant professor Nigel Bosch, EPSY, and alumna Meg Bates (DPI's IWERC). Collaborators from the University of Chicago and New York University are additional co-PIs.
From the project abstract:
Elementary mathematics teachers have a growing need for professional learning opportunities. Online resources can provide essential support, especially for teachers from low-resourced schools, in which there is often limited funding for professional development. Online professional learning also allows teachers to work at their own pace and seek out the resources they find most useful. In this project, the investigators will explore different ways that elementary school teachers participate in online learning in a platform that includes videos, discussions, and other resources for mathematics teaching. Knowing that teachers may use the platform to different degrees depending on their interest and time available, the study will investigate how different profiles of participation influence teachers’ learning. The study will also examine how to design different types of learning experiences within the platform. Given the current reliance on online resources, it is crucial to know how teachers perceive what they learn when their learning is self-directed and self-paced.
The project will use a large-scale virtual learning community for elementary teachers to investigate how different participation profiles influence teachers’ professional learning. First, the project will identify how teachers understand their own learning when interacting with an online, asynchronous, professional-learning website. The project will develop profiles of teachers who engage with the site in different ways. Some teachers may be seeking specific information for an upcoming lesson and others may be browsing for their own curiosity. Second, using an experimental design, the project will test whether the perceived learning strategies identified by data mining, teacher surveys, and interviews affect teacher behaviors, which have been identified as being related to positive teaching and student-learning outcomes. Early phases of the project will use web analytics, measures of math anxiety, surveys, and interviews to develop profiles and understand how teachers perceive their learning. The final phase will add assessments of teacher learning to test the design of interventions grounded in the analysis from the early phases.
