GK-12 K-Through-Infinity Systemic Initiative

该KTI-S项目的目标是：加强参与研究员和教师的专业发展;提高所服务人口的科学和数学能力和热情;调查所用方法的有效性。 该项目建立在K-通过无限专业发展伙伴关系（KTI-P）的基础上，并扩大了该伙伴关系，这是一个先前的GK-12项目。四个不同的教育环境包括：一个大都市科学博物馆，为城市密尔沃基学校服务;一个当地的公立学区修改其科学和数学课程和教学法;一个当地的私立K-16学校组织，寻求整合其科学课程;和一个新的哥伦比亚特区特许学校，正在与威斯康星大学麦迪逊分校的研究人员开发其科学课程。我们方法的关键要素是在我们的第一个GK-12项目中开发的强大的团队设计概念，并在许多不同的环境中实施。研究员和教师与大学和学区资源合作，开发新的课程和相关的尖端材料，将标准映射到这些产品，然后在课堂学习环境中实施。一些研究员与少数教师和教室进行密集的工作，而另一些研究员则通过暑期研究所和学位课程等机制与大量教师合作，然后跟随这些教师回到不同学校甚至不同地区和州的多个教室。KTI-S团队的工作方式与学校、地区和州的资源分配保持一致。 KTI-S利用四种不同的教育环境和广泛而深入的评估活动，鼓励研究员，教师和项目工作人员思考一个更大的问题：如何在非常不同的设置团队活动与地区，州和大学资源保持一致，以最有效地帮助K-12学生学习，并体验科学和数学的兴奋，并为研究员提供宝贵的K-12课堂经验。

The goals of this KTI-S project are to: enhance the professional development of the participating fellows and teachers; enhance science and mathematics capabilities and enthusiasm among the populations served; and investigate the effectiveness of the methods used. The project builds on and expands the K-Through-Infinity Professional Development Partnership (KTI-P), a prior GK-12 project. Four different educational environments are included: a metropolitan science museum that serves urban Milwaukee schools; a local public school district revising its science and mathematics curricula and pedagogy; a local private K-16 school organization seeking to integrate its science curriculum; and a new District of Columbia Charter School that is working with UW-Madison researchers to develop its science curriculum. The key element of our approach is a robust concept of team design developed during our first GK-12 project and implemented in many different settings. Fellows and teachers work with university and school district resources to develop new curricula and relevant, cutting edge materials coming out of research, map the standards to these products, and then implement them in classroom learning environments. Some fellows work intensively with a small number of teachers and classrooms, while others work with a larger number of teachers through such mechanisms as summer institutes and degree programs, and then follow those teachers back into multiple classrooms in different schools and even different districts and states. The KTI-S teams work in ways aligned with school, district and state resource allocations. KTI-S takes advantage of the four distinct educational settings and the extensive and intensive evaluation activities included to encourage Fellows, teachers and project staff to reflect on a larger question: how can team activities in very different settings be aligned with district, state, and university resources to most effectively help K-12 students learn, and experience the excitement of, science and mathematics, and in ways that provide fellows valuable K-12 classroom experience.