University of Illinois at Chicago Graduate Fellows in K-12 Education

伊利诺伊大学芝加哥分校 K-12 教育研究生

• 批准号: 9979537
• 负责人: Donald Wink
• 金额: $ 131.72万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-01-01 至 2003-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9979537&HistoricalAwards=false
• 关键词: University; Illinois; Chicago; Graduate; Fellows

The University of Illinois at Chicago (UIC) Graduate Fellows in K-12 Education program encompasses four different components built on existing innovative science and math instruction and teacher development programs at UIC. Thus, the program features the addition of Fellows to existing or emerging teacher development initiatives. Each cohort of Fellows is trained as they, K-12 teachers, and University faculty work together during summer workshops and academic year seminars and meetings. In the classroom, UIC GK-12 Fellows support teachers by a process of (a) documenting an understanding of the schools, classrooms, students, and teachers, (b) assisting teachers in developing and implementing activities in classrooms, and (c) assessing their impact. The four components are a high school Chemistry Van project that currently offers equipment but little teacher support beyond of a summer in-service program; a K-8 mathematics curriculum with laboratory options that can be further developed to utilize computer analysis of data; state-of-the-art virtual reality platforms in support of conceptual learning in elementary science; and a whole school development project built on a partnership between UIC and an urban high school. Themes of learning processes, materials development, and technology are all present. Program benefits include increased student conceptual learning, enhanced curricula for classroom use, and increased ability for teachers to teach science and mathematics using a broad base of activities. Evaluation focuses on portfolio development by each Fellow and a separate evaluator of the teacher-Fellow, student-Fellow interactions during the interventions and then the resulting changes in teacher-student interactions.

伊利诺伊大学芝加哥分校（UIC）K-12教育研究生研究员计划包括四个不同的组成部分，建立在UIC现有的创新科学和数学教学以及教师发展计划的基础上。因此，该计划的特点是将研究员加入现有或新兴的教师发展计划。每个研究员的队列是培训，因为他们，K-12教师，和大学教师在夏季研讨会和学年研讨会和会议期间一起工作。在课堂上，UIC GK-12研究员通过以下过程支持教师：（a）记录对学校、教室、学生和教师的了解，（B）协助教师制定和实施课堂活动，（c）评估其影响。这四个组成部分是一个高中化学货车项目，目前提供的设备，但很少教师支持以外的夏季在职计划;一个K-8数学课程与实验室的选择，可以进一步开发，利用计算机分析数据;国家的最先进的虚拟现实平台，以支持概念学习的基础科学;以及UIC与一所城市高中合作开展的学校整体发展项目。学习过程，材料开发和技术的主题都存在。该计划的好处包括增加学生的概念学习，增强课堂使用的课程，并提高教师使用广泛的活动基础教授科学和数学的能力。评价的重点是每个研究员和一个单独的评估员的教师研究员，学生研究员在干预措施的互动，然后在师生互动的变化组合的发展。