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

伊利诺伊大学芝加哥分校（UIC） K-12教育研究生项目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项目的基础上。因此，该计划的特点是在现有或新出现的教师发展计划中增加研究员。在夏季研讨会和学年研讨会和会议期间，每一批研究员都会与K-12教师和大学教职员工一起接受培训。在课堂上，UIC GK-12研究员通过(a)记录对学校，教室，学生和教师的理解，(b)协助教师制定和实施课堂活动，以及(c)评估其影响的过程来支持教师。这四个组成部分是一个高中化学车项目，目前提供设备，但除了暑期在职项目之外几乎没有教师支持；K-8数学课程，可进一步发展实验室选项，以利用计算机分析数据；支持基础科学概念学习的最先进的虚拟现实平台以及建立在UIC和一所城市高中合作基础上的整个学校发展项目。学习过程，材料开发和技术的主题都存在。该计划的好处包括提高学生的概念学习，改进课堂使用的课程，提高教师通过广泛的活动基础教授科学和数学的能力。评估的重点是每个研究员和一个单独的评估者在干预期间对教师-研究员，学生-研究员的互动进行组合开发，然后是教师-学生互动的结果变化。

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.