Arizona Collaborative for Excellence in the Preparation of Teachers

亚利桑那州卓越教师培训合作(ACEPT)由亚利桑那州立大学(科学、工程和数学系)、马里科帕社区学院区(凤凰城地区的10所学院)和该州东北角的纳瓦霍社区学院组成。ACEPT正在与凤凰城城市系统倡议项目合作，并将其目标与该项目保持一致。将实施的具体创新包括：1.新的中学认可中学证书，其中将包括科学和数学选项；2.基础课程改革--物理科学入门和自然模式(一系列综合课程，以问题为导向的实验室课程)；3.中学课程改革--生物、化学、地质和数学；4.中学课程改革--高级物理课程；5.将计算机和其他多媒体设备纳入改革后的课程；6.增加初任教师的实地经验并加强监督；7.建立在职教师资源中心；8.在科学和数学方面做好充分准备的教师人数大大增加，他们属于任职人数不足的群体；9.建立中性的学习环境。将交付的具体产品包括教学光盘和多媒体软件包、可上网的软件、课程材料(教案、教学指南、书籍)、评估材料(科学概念清单)和一个新的中学计划。ACEP打算在现有的二级认证中寻求州政府批准毕业后的中学背书。如果这一努力失败，ACCEP仍将获得中学教师资格证书，他们有足够的资格在中学一级任教。计划对数学、物理、地质学和生物学进行课程改革(主要是初级课程)。为新手教师计划的特别经验包括：与支持教授科学和数学的适当教学方法的指导教师配对，获得丰富和鼓舞人心的实地经验，使他们能够在自己的课堂上利用从ACCEP课程中学到的教学方法。ACEP承诺每年提供10个研究生奖学金(每个奖学金5600美元)，以吸引州外的少数族裔学生加入中学代言计划。在亚利桑那州，ACEPT将寻求从附属的大学预科项目(Prime、CRCM和USI)、当前的科学、工程和数学学生以及现有的少数族裔女性教师助理中招募少数族裔和女性。将在科学、数学和工程专业任职人数不足的教育专业学生人数从250人增加到500人。ACEP计划在亚利桑那州立大学建立一个科学和数学学习中心，作为凤凰城地区的教师资源。咨询委员会还计划广泛利用信息技术-通过互联网将所有咨询委员会机构联系起来，并着重开发可通过光盘和因特网分发的多媒体演示文稿。在资助期内将取得的成果包括：1.从250名少数民族教育专业学生增加到500名28200名受过教育的K-12教师(165名持有数学和科学证书的教师见1995年2月16日的信函)。3.50名大学和社区学院教师将接受在职教育4.75名K-12教师将接受在职教育(建议为100名，见1995年2月16日的信函)。评估ACCEP活动以衡量预期教学成果的取得情况，包括使用由Hestenes和同事编制的广受尊重的原力概念清单以及新开发的科学概念清单。此外，还将使用两个通用的量表来评估学生对科学的态度和学生对科学过程的信念。使用清单的评估将在ACCEPT计划和非ACCEPT计划中进行。ACEP的项目活动正与美国国家科学基金会和亚利桑那州其他机构提供的其他大笔赠款密切协调

The Arizona Collaborative for the Excellence in the Preparation of Teachers (ACEPT) is comprised of Arizona State University (science, engineering, and mathematics faculty), Maricopa Community College District (10 colleges in the Phoenix metropolitan area), and the Navajo Community College in the northeast corner of the state. ACEPT is collaborating with and has its goals aligned with the Phoenix Urban Systemic Initiative project. Specific innovations to be implementation include: 1. a new middle school endorsement with a secondary certification which will have science and math options, 2. reform of elementary curricula-- Introductory Physical Science and Patterns in Nature (a series of integrated-curriculum, issues-oriented lab courses), 3. reform of middle school curricula-- biology, chemistry, geology and mathematics, 4. reform of secondary curricula-- upper level physics courses, 5. incorporation of computers and other multimedia devices into the reformed curricula, 6. increased field experiences for beginning teachers and increased supervision, 7. establishment of a resource center for in-service teachers, 8. a significant increase in the number of teachers well-prepared in science and math who are members of underrepresented groups, and 9. establishment of gender-neutral learning environments. Specific products to be delivered include instrutional CD-ROMs and multi-media software packages, internet-accessible software, curricular materials (lesson plans, teaching guides, books), evaluation materials (science concepts inventory) and a new middle school program. ACEPT intends to seek state approval for a post-baccalaureate Middle School Endorsement within the existing secondary certification. Should this effort fail, ACEPT will still have achieved teachers with secondary certification, who are amply qualified to teach at the middle school levels. Course reforms (principally at the introductory level) are planned for mathematics, physics, geology, and biology. The particular experiences planned for the novice teachers include: being paired with supervising teachers who support appropriate pedagogical methods for teaching science and mathematics, receiving rich and stimulating field experiences which will allow them to utilize the teaching methods learned from the ACEPT curriculum within their own classrooms. ACEPT is committing to provide 10 graduate fellowships (at $5600 each) each year to attract out-of-state minority students into the middle school endorsement program. Within the state of Arizona, ACEPT will seek to recruit minorities and women from affiliated pre-college programs (PRIME, CRCM, and USI), current science, engineering and mathematics students, and existing minority female teachers' aides. Increasing the number of education majors who are members of groups underrepresented in science, mathematics, and engineering from 250 to 500. ACEPT plans to establish, at ASU, a Center for Learning Science and Mathematics to serve as a teacher resource in the Phoenix area. ACEPT also plans to make extensive use of information technology-- linking all ACEPT institutions by internet and emphasizing the development of multimedia presentations which can be distributed via CD-ROM and the internet. Outcomes to be achieved within the grant period include: 1. Increase from 250 minority education majors to 500 2. 8200 K-12 teachers educated (165 certified in math and science see letter dated February 16, 1995 ). 3. 50 university and community college faculty enhanced 4. 75 K-12 teachers will receive in-service education (down from 100 in proposal, see letter dated February 16, 1995). Evaluation of ACEPT activities to measure achievement of desired pedagogic outcomes includes use of the widely respected Force Concept Inventory developed by Hestenes and co-workers as well as the newly developed Science Concept Inventories. Additionally, two generic inventories will be used to assess students attitudes toward science and student beliefs about the processes of science. Assessments using the inventories will occur in both ACEPT and non-ACEPT programs. ACEPT's project activities are being closely coordinated with other large grants made by NSF and other agencies within Arizona