Track 2, GK-12: Project Fulcrum: Phase II

项目名称：第二轨道，GK-12：项目支点第二阶段机构：内布拉斯加州大学林肯分校（UNL）项目负责人/合作负责人：Diandra Leslie-Pelecky， Gayle Buck, Barbara Jacobson, Roger Kirby， Suzanne kirby研究员人数/年：研究生：9年级1、8年级2、3、5年级4、5；本科：4学区合作伙伴：林肯公立学校（LPS）目标受众：初中和小学高年级（4-8年级）设置：UrbanNSF支持的学科：生物统计学，化学，计算机科学，地球科学，数学/统计学，材料科学和物理学。叙述性描述：每个项目支点（PF）研究生研究员与一位领导教师合作，领导教师促进研究员成为全校资源。其他活动包括为科学方法建模，开发材料以增加学生的探究经验，建立大学、教师和学校之间的联系，促进角色示范活动，并作为内容资源。本科生与研究生合作，为有风险的学生开展课后数学和科学活动。夏季准备计划使用案例研究和团队建设练习来建立和加强伙伴关系。持续的支持包括每周教师和研究员的小组会议和每月全体会议。智力价值：研究大学如何支持STEM教师参与K-12教育的现实模式。支点项目活动作为科学和数学教育综合基础设施的一部分被制度化。制度化的策略包括：通过数学、科学和计算机教育中心，将支点项目的成果和材料应用于其他教育项目；通过研究生助教奖学金支持STEM部门的研究员；继续支持和扩展基于网络的资源数据库；将研究生专业发展研讨会制度化；为LPS教师开发和制度化在职研讨会。评估使用网络数据库从参与者那里收集数据，包括期刊、观察、前后调查和活动日志。更广泛的影响：第二阶段建立在第一阶段的基础上，改善英语学习者、社会经济地位低的学生和代表性不足的少数民族的学习态度和效率，并将努力扩展到行为和学习障碍的学生。通过讲习班和出版物传播在多个高危群体课堂上证明有效的策略。研究员对学生对科学家的刻板印象的影响进行了评估，重点是来自代表性不足群体的学生。根据这些结果，学区范围内的在职讲习班被开发出来，以解决学生对科学和数学的态度，以及如何为学生提供各种各样的榜样。Track I的结果：研究员一致表示，他们打算继续参与K-12教育。教师与研究员一起工作的需求大大增加。大学和林肯公立学校之间的关系已经大大加强，新的合作，以加强教师的专业发展活动正在开始。教师们很高兴成为专注于数学和科学教学的专业团体的一部分。一群科学家，包括学生，也包括相当数量的STEM教师，已经成为与研究员一起工作的志愿者核心的一部分。该项目由数学和物理科学理事会提供部分资金支持。

Title of Project: Track 2, GK-12: Project Fulcrum Phase 2Institution: University of Nebraska-Lincoln (UNL)PIs/co-PIs: Diandra Leslie-Pelecky , Gayle Buck, Barbara Jacobson, Roger Kirby, Suzanne KirbyNumber of Fellows/year: Graduate: 9 yr 1, 8 yr 2&3, 5 yr 4 &5; Undergraduate: 4School District Partner: Lincoln Public Schools (LPS)Target Audience: Middle and Upper Elementary Level (grades 4-8)Setting: UrbanNSF supported disciplines: biometry, chemistry, computer science, geosciences, mathematics/statistics, materials science, and physics. Narrative Description: Each Project Fulcrum (PF) Graduate Fellow partners with a Lead teacher who facilitates the Fellow becoming a school-wide resource. Fellow activities include modeling the scientific method, developing materials to increase inquiry experiences for students, building links between the university, teachers and schools, facilitating role-model activities and serving as content resources. Undergraduates work with Graduate Fellows to develop after-school math and science activities for at-risk students. A summer preparation program uses case study and team-building exercises to establish and strengthen partnerships. Continuing support consists of weekly group meetings of teachers and Fellows and monthly All-Hands meetings.Intellectual merit: A realistic model for how research universities can support the participation of STEM faculty in K-12 education is developed. Project Fulcrum activities are institutionalized as part of a comprehensive infrastructure for science and math education. Strategies for institutionalization include adapting Project Fulcrum outcomes and materials to other education projects through the Center for Math, Science and Computer Education, STEM departments supporting Fellows through graduate teaching assistantships, continuing support and expansion of a web-based resource database, UNL institutionalization of professional development seminars for graduate students, and the development and institutionalization of in-service workshops for LPS teachers. Evaluation uses a web database to collect data from participants, including journals, observations, pre- and post-surveys and activity logs.Broader impacts: Phase II builds upon Phase I improvements in the learning attitudes and efficacies of English Language Learners, low socio-economic status students and underrepresented minorities, and extends efforts to behavior- and learning- disabled students. Strategies proven effective in classes with multiple at-risk groups are disseminated through workshops and publications. The effects of Fellows on student stereotypes of scientists are evaluated with an emphasis on students from underrepresented groups. District-wide in-service workshops, informed by these results, are developed to address student attitudes toward science and math, and how to provide students with a diverse range of role models.The outcomes of Track I: Fellows unanimously indicate that they intend to continue involvement with K-12 education. There is greatly increased demand from teachers to work with Fellows. The relationship between the University and Lincoln Public Schools has been considerably strengthened and new collaborations to enhance teacher professional development activities are beginning. Teachers appreciate being part of a professional community focusing on math and science teaching. A cadre of scientists, including students, but also a significant number of STEM faculty, has become part of a volunteer core working with the Fellows. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences.