GK-12 K-Through-Infinity Systemic Initiative

KTI-S项目的目标是：促进参与的研究员和教师的专业发展；提高服务人群的科学和数学能力和热情；并调查所使用方法的有效性。该项目建立并扩大了K-to-Infinity专业发展伙伴关系(KTI-P)，这是GK-12以前的一个项目。其中包括四种不同的教育环境：一个为密尔沃基市区学校服务的大都会科学博物馆；一个修订其科学和数学课程及教学方法的当地公立学区；一个寻求整合其科学课程的当地私立K-16学校组织；以及一个新的哥伦比亚特区特许学校，该学校正在与威斯康星大学麦迪逊分校的研究人员合作开发其科学课程。我们方法的关键要素是在我们的第一个GK-12项目期间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研究材料，将标准映射到这些产品，然后在课堂学习环境中实施。一些研究员密集地与少数教师和教室合作，而另一些则通过暑期学校和学位项目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学区和州的多个教室。科罗拉多-S团队的工作方式与学校、地区和州的资源分配相一致。KTI-S利用四个不同的教育环境和其中广泛而密集的评估活动，鼓励研究员、教师和项目工作人员思考一个更大的问题：如何将非常不同环境中的团队活动与地区、州和大学的资源相结合，以最有效地帮助K-12学生学习科学和数学并体验他们的兴奋，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.