Researching Scaling and Accountability of On-Line Science Curriculum for Maveric and Distributed Populations

这里展示的工作范围是与现有结构（一个天空，多种声音项目，城市学校学习技术中心）合作的一种尝试，以加强对我们这样的改革项目的价值和挑战的研究和理解，因为我们努力通过规模扩大，使我们的项目被尽可能多的不同受众广泛采用。One Sky， Many Voices是由教育家、大气科学家、软件开发人员、界面设计师和课程设计师共同开发和研究的一种新兴的、可靠的、技术丰富的、基于探究的课程模式，适用于各种各样的学习者，包括传统学校内外的学习者。我们的第一个目标是对广泛采用我们的项目所必需的课程采用的关系、支持和模式进行广泛的调查。在本提案中，我们概述了设计实验研究的计划，这将使我们能够研究和评估课程采用、教师专业发展和随规模变化的技术工具的模型。为了实现广泛的采用，我们的目标是对比两种有效的扩展方法，Maverick模型和Distributed模型，以便更好地理解到达许多学习社区的最佳方法。我们建议通过城市学校学习技术中心（分布式），利用我们项目（Mavericks）和底特律和芝加哥公立学校（Mavericks）的定期订阅者、归国教师、学生和学校骨干来扩大我们的工作和研究规模。我们的第二个目标是直面问责制。虽然像我们这样的项目有时被描述为“成功”，但在我们这样的项目中，对“成功”的系统描述还远远没有被理解。不断地，学校和其他机构被要求更好地定义这项工作的价值，更好地证明广泛采用昂贵和困难的技术丰富的探究式项目的理由。为了应对问责制，我们希望利用我们许多不同的站点，我们开发问责制措施的经验，以及新的技术机会来设计和实施一个新的系统，该系统将提供一系列定制的问责制措施，这些措施与标准化测试之外的问责制一起工作并扩展问责制的思想。结合对更好的问责制的规模研究，我们希望同时让尽可能多的受众采用我们的计划，因为我们提供了更广泛的问责措施，以应对当今学校的压力。

The scope of work presented here is one attempt to work with existing structures (the One Sky, Many Voices program, the Center for Learning Technologies in Urban Schools) to strengthen research and understanding of the value and challenges of reform programs such as ours, as we strive towards widespread adoption of our programs by the most diverse audiences possible through scaling. One Sky, Many Voices is one year old synergy of educators, atmospheric scientists, software developers, interface designers, and curriculum designers who have developed and researched one model of emerging and reliable technology-rich, inquiry-based programs for a very wide assortment of learners, including both in and out of traditional schooling. Our first goal is extensive investigations of the relationships, supports, and models of curriculum adoption necessary for widespread adoption of our programs. In this proposal, we outline a plan for design-experiment research which would allow us to study and evaluate models for curriculum adoption, teacher professional development, and technological tools which change with scaling. To implement widespread adoption, we aim to contrast two effective means of scaling, the Maverick and Distributed models, to be better understand best means of reaching many learning communities. We propose to use the cadre of returning teachers, students and schools who are regular subscribers to our programs (Mavericks), and the Detroit and Chicago Public Schools, through the Center for Learning Technologies in Urban Schools, (Distributed) to scale our work and study scaling research. Our second goal is to directly confront accountability. While programs such as ours are sometimes characterized as "successful", the systemic characterizations of "success" in programs such as ours is far from understood. Continually, schools and others are asked for better definitions of the value of this work, and better justification for the widespread adoption of expensive and difficult techn ology-rich, inquiry-based programs. To confront accountability, we wish to use our many diverse sites, our experience developing accountability measures, and new technological opportunities to design and implement a new system which will provide a range of customized accountability measures which work with and expand ideas of accountability beyond standardized testing. In combining scaling rersearch on better accountability, we hope to simultaneously achieve adoption of our program by the widest possible audiences, as we provide a wider range of accountability measures demanded by the pressures on today's schools.