The Initial Academy Curriculum and The First Year Programs

最初的学院课程和第一年课程

• 批准号: 9154387
• 负责人: Jon Thompson
• 金额: --
• 依托单位: Teachers Academy for Mathematics and Science in Chicago
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-07-01 至 1992-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9154387&HistoricalAwards=false
• 关键词: Initial; Academy; Curriculum; First; Year

The Academy for Math and Science Teachers in Chicago is part of a school reform movement which has given parents and community members more power and a greater stake in their schools. The Academy provides the resources in math and science teaching, bringing new knowledge, expertise, teaching methodologies, a collegial environment and even prestige to teachers participating in the academy programs. This first year of a long range project involves 12 participating elementary schools, 12 teachers per school for a total of 144 teachers, half of whom will come from K-3 grade levels and the rest from grades 4-8. The vision of the Academy founders is that it eventually provide inservice for all teachers in the city of Chicago. For this first year, the teachers will be involved in Academy courses during the school year on a schedule of two days every other week for a period of 16 weeks for a total of 120 contact hours. Academy trained teachers will substitute for the participating classroom teachers on an ongoing and regular basis. These Academy teachers will also act as liaisons between the Academy and the schools for purposes of providing resources and expertise to the schools and for implementing a network among the teachers and schools. Two week summer sessions, held both at the Academy and at the Fermi National Accelerator Laboratory (Fermilab), will further involve the teachers in the curriculum improvement and instructional methodology necessary for implementation of a more comprehensive science and mathematics program in the schools. Curricula materials used both in the school year courses and the summer sessions include mathematics and science programs previously funded by NSF, such as MathTools, TIMS, CEPUP and other material. An extensive follow-up segment as well as an assessment and evaluation of the program is planned. The evaluation will contain two components: a) a program evaluation of the follow-up segment and b) an overall formative report on the effectiveness of the total Academy program in meeting its mission and goals. Excellent cost-sharing is provided through grants from the Department of Energy, the Department of Education, the Amoco Foundation, the City of Chicago, the State of Illinois, other private foundations and federal agencies.

芝加哥的数学和科学教师学院是一项学校改革运动的一部分，该运动使父母和社区成员更多的权力和更大的股份。 该学院为参加学院课程的教师提供了数学和科学教学的资源，带来了新的知识，专业知识，教学方法，合作环境，甚至是声望。 远程项目的第一年涉及12所参与的小学，每所学校的12名教师，共有144名教师，其中一半来自K-3年级，其余的年级来自4 - 8年级。学院创始人的愿景是，它最终为芝加哥市的所有老师提供服务。 在第一年，教师将在学年中以每隔一周的时间安排参加学院课程，共16周，总共120个接触时间。 经过学院培训的老师将持续和定期代替参与的课堂老师。 这些学院的教师还将充当学院与学校之间的联络人，以便为学校提供资源和专业知识，并在教师和学校之间实施网络。 在学院和费米国家加速器实验室（Fermilab）举行的两个星期的夏季课程将进一步涉及教师在学校中实施更全面的科学和数学计划所必需的课程改进和教学方法。 学年课程和夏季课程中使用的课程材料包括由NSF资助的数学和科学计划，例如MathTools，Tims，CEPUP和其他材料。 计划了广泛的随访部分以及该计划的评估和评估。 评估将包含两个组成部分：a）对后续细分市场的计划评估，b）关于总学院计划实现其使命和目标的有效性的总体形成性报告。 通过能源部，教育部，Amoco基金会，芝加哥市，伊利诺伊州，其他私人基金会和联邦机构的赠款提供了出色的成本分享。