Track 1, GK-12 Groundwork Education in Mathematics and Science

2.数学科学基础教育&（GEMS）机构：路易斯维尔大学PI/co-PI：克莉丝汀里奇（PI），威利威廉姆斯（Co-PI），李安尼克森（Co-PI），琳达朱厄尔（Co-PI）每年的研究员人数：9-研究生/3本科生设置：城市NSF支持的学科涉及：数学，化学，物理学和地球科学叙述性总结：路易斯维尔大学的GEMS项目正在探索提高六所一级小学科学和数学教育质量的策略在杰斐逊县公立学校（JCPS），通过建立一个工作嵌入式专业发展计划，合作伙伴小学教师和STEM研究生或本科生在课堂上。研究员，教师，大学教师和JCPS数学和科学专家组成了一个包容性的学习社区，致力于开发和实施符合州和国家标准的探究式教学方法。12名研究员和24名教师组成6人学校团队，使用NSF支持的科学课程（FOSS，DSM II和STC）和数字，数据和空间调查作为主要重点，为3-5年级的学生提供科学和教学上的合理基础。研究员接受预备培训，使他们熟悉州和国家标准，当前的数学和科学方法以及州评估。学校团队在暑期实践研讨会上一起训练，强调将课程内容与最能促进学生学习的教学实践相结合的合作策略。双周研讨会和指导支持提供新的学习机会和持续的专业发展整个学年。GEMS的智力价值在于其研究为基础的方法，融入JCPS小学专业发展的有效模式，提高学生的兴趣和学习数学和科学。研究员提高他们的沟通技巧，因为他们设计水平适当的方法，有效地传达内容给教师和学生。对小学教师的好处包括来自研究员和大学教师的内容资源支持，提高了使用探究式学习进行教学的能力，并有机会在学校中进行演示并承担PD领导角色。被选中学校的小学生受益于内容丰富、以探究为基础的教学，旨在提高他们在肯塔基州高风险评估中的表现。更广泛的影响是，大学，特别是文理学院的科学和数学系，通过扩大与当地学区的合作伙伴关系而受益。另一个更广泛的影响可能是深远的：GEMS提出了STEM研究人员和STEM教育工作者在机构和学校层面的合作模式，以促进科学和数学的教学和学习。这种协作和多样化的伙伴关系已经反映在全球环境监测系统领导层的组成中。研究员和教师的招聘和甄选战略旨在确保学校团队的组成具有平等的包容性和多样性。最后，全球环境监测系统的结构使各级参与者都能积极参与全球环境监测系统的研究和教育活动，包括培训、课堂教学、项目评估和成果传播。 该项目部分得到数学和物理科学局的资金支持。

2. Project SummaryTitle: Groundwork Education in Mathematics & Science (GEMS)Institution: University of LouisvillePI/co-PIs: Christine Rich (PI), Wiley Williams (Co-PI), LeeAnn Nickerson (Co-PI), LindaJewell (Co-PI)Number of Fellows per year: 9-graduate/3 undergraduatesSetting: UrbanNSF Supported Disciplines Involved: Mathematics, Chemistry, Physics, and GeosciencesNarrative Summary: The University of Louisville GEMS program is exploring strategies for improving the quality of science and mathematics education at six Title I elementary schools inthe Jefferson County Public Schools (JCPS) by instituting a job-embedded professional development program that partners elementary teachers and STEM graduate or undergraduate students in the classroom. Fellows, teachers, university faculty, and JCPS specialists in mathematics and science form an inclusive learning community committed to the development and implementation of inquiry-based teaching methods aligned with state and national standards. Twelve Fellows and twenty-four teachers, assembled into 6-member School Teams, use NSF-supported curricula in science (FOSS, DSM II, and STC) and Investigations in Number, Data, and Space as the primary focus for laying a scientifically and pedagogically sound groundwork for presentation of STEM concepts to students in grades 3-5. Fellows receive preparatory training to familiarize them with state and national standards, current mathematics and science methods, and state assessments. School teams train together in hands-on summer workshops that emphasize cooperative strategies for melding curricular content with teaching practices that best foster student learning. Biweekly seminars and mentoring support provide new learning opportunities and sustained professional development throughout the academic year.The intellectual merit of GEMS resides in its research-based approach to integrating into the JCPS elementary schools an effective model for professional development that increases student interest and learning in mathematics and science. Fellows improve their communication skills as they devise level-appropriate methods for effectively conveying content to both teachers and their students. Benefits to elementary teachers include content resource support from both the Fellows and the university faculty, an improved ability to teach using inquiry-based learning and, the opportunity to make presentations and assume PD leadership roles in their school. Elementary students in the chosen schools benefit from content-enriched, inquiry-based instruction aimed at improving their performance on Kentucky's high-stakes assessments.A broader impact is that the university, and in particular science and mathematics facultyin the College of Arts and Sciences, benefit by expanding partnerships with local school districts. Another broader impact is potentially far-reaching: GEMS proposes a model of collaboration among STEM researchers and STEM educators at both the institutional and school level to advance the teaching and learning of science and mathematics. That collaborative and diverse partnership is already reflected by the composition of GEMS leadership. The recruitment and selection strategies for Fellows and teachers are aimed at ensuring that School Team composition is equally inclusive and diverse. Finally, GEMS is structured such that participants at every level can be actively engaged in GEMS research and educational activities including training, classroom teaching, project evaluation and outcome dissemination. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences.