Track 2, GK-12: Northeastern University GK-12 PLUS: Partners Learning in Urban Settings

项目概要项目名称：东北大学GK-12-PLUS：城市环境中的合作伙伴学习机构：东北大学，波士顿，MA PI/CoPI：大卫布莱克曼，PI，主任，研究所干（科学，技术，工程数学），教育;让Krasnow，共同PI，访问副教授，教育。每年研究员人数（毕业生）：12个学区合作伙伴：波士顿特许学校：山上的城市，波士顿文艺复兴，健康职业学院;波士顿公立学校：波士顿拉丁学院，芬威高中，约翰D。O'Bryant H.S.，昆西上学校项目的目标受众（K-12波段）：初中和高中，7- 12年级设置：城市涉及的学科：数学，地质学，物理学，化学和生物学叙述总结：NU GK-12-PLUS项目将继续东北大学的研究员计划，结合第一轮的经验教训，与关心改善研究生和本科生教育的教师分享从该计划中获得的知识，并在大学内将该计划制度化。我们将随着时间的推移跟踪参与者，以评估工作的影响，以确定学生如何在各种学习情况下最好地获得事实，内容和技能。该计划的创新方面包括（1）与波士顿合作学校的校长和校长保持密切的工作关系，他们将在匹配研究员与教师，监督他们学校的计划，并游说建立强大的大学-公立学校关系和该计划的制度化方面发挥重要作用;（2）注重成果的方法，每年编制课程和教材并提供给其他人;以及（3）一个评估模型，将纵向记录研究员及其合作教师的活动，并跟踪合作学校学生在STEM方面的成绩。智力价值标准：该项目让大学和7所城市学校参与如何最好地为学生未来的数学和科学职业做好准备的问题。随着时间的推移，我们开发的模型和评估结果将提供给合作学校，我们的艺术和科学部门，以及我们教育学院的数学和科学教师的准备以及GK-12活动整合到研究生教育中的计划。更广泛的影响标准：该项目将使所有合作伙伴受益：研究员将获得课堂实践经验;教师将成为更好的STEM教育工作者，并帮助在他们的学校引入和加强STEM课程; K-12学生将受益于增强的STEM教学，这将导致更高的考试成绩，更好的高等教育准备，并最终进入以技术为导向的工作场所。我们的模式可以被与城市学校合作的其他大学复制，特别是在那些少数民族学生比例偏低的学校。

PROJECT SUMMARY Title of Project: Northeastern University GK-12-PLUS: Partners Learning in Urban Settings Institution: Northeastern University, Boston, MA PI/CoPI: David Blackman, PI, Director, Institute for STEM (Science, Technology, Engineering & Mathematics), Education; Jean Krasnow, Co-PI, Visiting Associate Professor, Education. Number of Fellows per year (graduate): 12 School District Partners: Boston Charter Schools: City on a Hill, Boston Renaissance, Health Careers Academy; Boston Public Schools: Boston Latin Academy, Fenway High School, John D. O'Bryant H.S., Quincy Upper School Target audience of the project (K-12 band): middle and high school, grades 7-12Setting: urban Disciplines involved: Mathematics, Geology, Physics, Chemistry, and Biology Narrative Summary: The NU GK-12-PLUS project will continue the Fellows program at Northeastern, incorporate lessons learned from the first round, share the knowledge gained from the program with the faculty concerned with improving graduate and undergraduate education, and institutionalize the program within the University. We will follow the participants over time to assess the impact of the work in order to fmd out how students best acquire facts, content and skills in a variety of learning situations. Innovative aspects of the program include ( 1) maintaining a close working relationship with the Principals and Headmasters of the Boston partner schools who will be Instrumental in matching Fellows with teachers, monitoring the program in their schools, and lobbying for a strong University-public school relationship and institutionalization of the program; (2) an outcomes-based approach, with curriculum and teaching materials produced each year and made available to others; and (3) an evaluation model that will document longitudinally the activities of the Fellows and their cooperating teachers, and track the achievement of students in STEM in the partner schools. Intellectual merit criteria: This project engages the University and 7 urban schools in the question of how best to prepare students for future careers in math and science. The models developed and the results of our assessments over time will be made available to partner schools, to our departments of arts and sciences, and to the programs in our School of Education for preparation of mathematics and science teachers and integration of GK -12 activities into graduate education. Broader implications criteria: The project will benefit all partners: Fellows will gain practical experience in the classroom; teachers will become better STEM educators and help introduce and strengthen STEM curriculum in their schools; the K-12 students will benefit from enhanced STEM instruction which should lead to higher scores on exams, better preparation for higher education, and eventual entrance into the technology- oriented workplace. Our model can be replicated by other universities partnering with urban schools, particularly in those with high proportions of underrepresented minority students.