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

项目摘要标题：东北大学GK-12+：合作伙伴在城市环境中的学习机构：东北大学，波士顿，马萨诸塞州PI/COPI：David Blackman，PI，STEM(科学、技术、工程和数学)研究所主任，教育；Jean Krasnow，共同PI，客座副教授，教育学。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·奥布莱恩特高中，昆西高中项目的目标受众(K-12乐队)：初中和高中，7-12年级设置：涉及的城市学科：数学、地质、物理、化学和生物叙述摘要：NU GK-12+项目将继续东北的研究员项目，吸收从第一轮中学到的经验，与致力于改善研究生和本科教育的教职员工分享从该项目中获得的知识，并将该项目制度化。我们将随着时间的推移跟踪参与者，以评估工作的影响，以便了解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，他们将有助于为研究员与教师牵线搭桥，监督各自学校的计划，并游说大学与公立学校建立牢固的关系，使计划制度化；(2)基于成果的方法，每年制作课程和教材，并向其他人提供；(3)评估模式，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中的成绩。智力优秀标准：这个项目让大学和7所城市学校参与到如何最好地让学生为未来的数学和科学职业做好准备的问题上。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、我们的文理系，以及我们教育学院的项目，用于准备数学和科学教师，并将GK-12活动融入研究生教育。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教育者，并帮助在其学校引入和加强STEM课程；K-12学生将受益于加强STEM教学，这将导致考试成绩更高，更好地为高等教育做好准备，并最终进入以技术为导向的工作场所。我们的模式可以被其他与城市学校合作的大学复制，特别是在那些少数民族学生比例较高的学校。

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.