Building a Learning Community in Science and Mathematics through Educational Partnerships

通过教育伙伴关系建立科学和数学学习社区

• 批准号: 9979491
• 负责人: Kathleen Scott
• 金额: $ 148.76万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-09-01 至 2004-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9979491&HistoricalAwards=false
• 关键词: Building; Learning; Community; Science; Mathematics

This GK-12 program enhances K-12 science and mathematics education by creating dynamic learning environments partnering Rutgers graduate and advanced undergraduate students in science, mathematics, engineering, or technology (SMET) with teachers, administrators, and students in three New Jersey school districts. Each year, ten graduate and ten advanced undergraduate students in SMET (referred to as "fellows") serve as resources for middle school and junior high school teachers in science and mathematics instruction. Ten teams of fellows form partnerships with two or three teachers in a participating middle school and collaborate during the year to develop curriculum-based SMET activities in areas targeted by the schools. Teachers and fellows begin their partnerships each year in a Summer Institute which includes sessions on curriculum, pedagogy, and advances in SMET fields. Teams of fellows and teachers begin the process of developing new curriculum-based science activities during the Summer Institute, and continue to work together in the schools for ten hours each week. Fellows devote an additional five hours to preparation and regular meetings and seminars. This project benefits several constituencies. While working in schools, fellows improve their teaching skills as they communicate and convey the spirit and substance of science and scientific research. The science and mathematics background of middle school/junior high school teachers are strengthened and enhanced through their participation in these professional collaborations. K-12 students experience the excitement and relevance of science, mathematics and technology education. School districts, their administrators and educators, benefit from their sustained partnership with the University, its faculty and students.

这个GK-12计划通过创建动态学习环境，将罗格斯大学的研究生和高级本科生在科学，数学，工程或技术（SMET）与三个新泽西学区的教师，管理人员和学生合作，增强K-12科学和数学教育。 每年，10名研究生和10名高级本科生在SMET（简称为“研究员”）作为资源，中学和初中教师在科学和数学教学。 十个研究员小组与一所参与中学的两三名教师结成伙伴关系，在这一年中协作，在学校的目标领域开展以学校为基础的中小型企业培训活动。 教师和研究员开始他们的伙伴关系，每年在暑期研究所，其中包括课程，教学法，并在中小型企业领域的进展会议。 研究员和教师团队开始在暑期研究所期间开发新的基于知识的科学活动，并继续每周在学校共同工作10小时。 研究员另外花五个小时进行准备工作，并定期举行会议和研讨会。这一项目使几个选区受益。 在学校工作期间，研究员通过交流和传达科学和科学研究的精神和实质来提高教学技能。 通过参与这些专业合作，加强和提高了中学/初中教师的科学和数学背景。 K-12学生体验科学，数学和技术教育的兴奋和相关性。 学区，他们的管理人员和教育工作者，受益于他们与大学，教师和学生的持续伙伴关系。