MPWG: Family Tools and Technology (FT2) Leadership Development

罗格斯大学教育公平联盟是罗格斯大学数学、科学和计算机教育中心（CMSCE）的附属机构，也是指定的新泽西家庭数学和家庭科学培训网站，它开发了家庭工具和技术（FT2），这是一个针对女孩及其父母的课后项目。他们在解决问题的活动（使用工具和建立模型）中合作，说明科学、工程和数学在课堂之外的世界中的重要性。该项目支持开发和评估成本效益高、教学合理、可复制的培训模式，其中包括领导力部分，将在新泽西州试点，然后在全国推广。这项工作的灵感来自2061计划、面向全体美国人的科学、AAUW报告：学校如何欺骗女孩、NCTM标准和美国能源部的目标200。FT2的创建：增加对科学技术感到兴奋的女孩的数量；鼓励他们持续的兴趣；鼓励父母成为女儿在科学技术方面努力的倡导者；并培训教师促进女孩在其教育发展的关键时期（青春期前）继续参与和自信。该项目的第一阶段（1995- 1996年），重点是由国家科学基金会资助的为期一年的评估，以评估14项FT2活动以及相关材料和策略的有效性。在大约240个家庭的12所小学中，研究了该项目在缩小女孩经历和愿望方面的性别差距方面的影响，其中70%的家庭有女儿参加。它包括一个为期11天的培训模式，其中教师接受FT2技术培训，使他们能够在两个系列的六个课后课程中为女孩及其家庭提供和促进这些活动。根据实地测试和评估的积极结果，该项目的第二阶段将加以改进和精简，使之成为一种成本效益高、教学上合理、五天的培训，可以很容易地传播和复制。领导力部分将准备经验丰富的FT2教师来培训其他人进行该计划。1996- 1997年期间，将在新泽西州选定的学校试行和评估这一订正模式，并将其制度化，以便在全国推广。

The Rutgers Consortium for Educational Equity, an affiliate of the Rutgers Center for Mathematics, Science and Computer Education (CMSCE) and the designated New Jersey Family Math and Family Science training site, has developed Family Tools & Technology (FT2), an after-school program targeting girls and their parents. They collaborate in problem-solving activities (using tools and building models) that illustrate the importance of science, engineering and mathematics in the world beyond the classroom. This project supports the development and assessment of a cost- effective, pedagogically sound, replicable training model, including a leadership component that will be piloted in NJ prior to national dissemination. The effort was inspired by Project 2061, Science for All Americans, The AAUW Report: How Schools Shortchange Girls, the NCTM Standards, and the USDOE's Goals 200. FT2 was created: to increase the number of girls who are excited about science and technology; to encourage their continuing interest; to stimulate parents to become advocates for their daughters' endeavors in science and technology; and to train teachers to promote girls' continued participation and confidence in a critical period in their educational development (pre- adolescence). The first phase of this project (1995-96), focused on a year-long assessment funded by NSF to evaluate the effectiveness of the 14 FT2 activities and accompanying materials and strategies. It looked at the program's impact on reducing the gender gap in terms of girls' experiences and aspirations in 12 elementary schools with approximately 240 families, 70% of which had participating daughters. It included an 11-day training model in which teachers were trained in FT2 techniques, to equip them to present and facilitate these activities in two series of six after school sessions for girls and their families. Based on the positive results of the field-testing and assessment, the second phase of the project will be refined and streamlined into a cost-effective, pedagogically sound, five-day training that can be easily disseminated and replicated. A leadership component will prepare experienced FT2 teachers to train others to conduct the program. This revised model will be piloted and assessed, as well as institutionalized, in selected NJ schools during 1996-97 in preparation for national dissemination.