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.

芝加哥数学和科学教师学院是学校改革运动的一部分，该运动赋予家长和社区成员更多的权力和在学校中更大的利益。 学院提供数学和科学教学资源，为参与学院项目的教师带来新的知识、专业知识、教学方法、学院环境，甚至声誉。 这个长期项目的第一年涉及 12 所参与的小学，每所学校有 12 名教师，总共 144 名教师，其中一半来自 K-3 年级，其余来自 4-8 年级。学院创始人的愿景是最终为芝加哥市的所有教师提供服务。 第一年，教师将在学年期间每隔一周参加两天的学院课程，为期 16 周，总共 120 个接触小时。 接受过学院培训的教师将持续定期替代参与的课堂教师。 这些学院教师还将充当学院和学校之间的联络人，为学校提供资源和专业知识，并在教师和学校之间建立网络。 在学院和费米国家加速器实验室（费米实验室）举行的为期两周的夏季课程将进一步让教师参与课程改进和在学校实施更全面的科学和数学计划所需的教学方法。 学年课程和暑期课程中使用的课程材料包括以前由 NSF 资助的数学和科学项目，例如 MathTools、TIMS、CEPUP 和其他材料。 计划进行广泛的后续部分以及对该计划的评估和评估。 评估将包含两个组成部分：a）后续部分的计划评估，b）关于整个学院计划在实现其使命和目标方面的有效性的总体形成报告。 能源部、教育部、阿莫科基金会、芝加哥市、伊利诺伊州、其他私人基金会和联邦机构的拨款提供了出色的成本分摊。