Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public Schools

项目标题：科学家、儿童和教师(短剧)：GK-12与芝加哥公立学校的合作机构：伊利诺伊大学芝加哥分校PI：Donald Wink。合作项目：Maria Varelas，Tom Moher，Stacy Wenzel，Jeff Lewis每年的研究员数量(研究生与本科生)：10名毕业生，1名本科生学区合作伙伴：芝加哥公立学校项目的目标受众(K-12年级组)：K-12设置：城市NSF支持的学科涉及：化学，生物学，计算机科学，地球和环境科学以前的项目：SCIT项目由我们的Track I项目演变而来，UIC在K-12教育研究生研究员(NSF Due-9979537)。之前的项目是围绕芝加哥和附近两个郊区学校的四种不同干预措施组织的。研究结果显示，研究员通过多种角色影响K-12教育，包括教师、课程开发者、专业开发者、学生导师、教育研究者、大学代表和资源收集者。教师们报告说，研究员帮助他们提前计划课程和实验；为更多的学生提供一对一的关注；以更深入和更有吸引力的方式讨论主题；提供更多的实践经验，以及替代的解释。随着研究员对城市K-12课堂的改变做出贡献，他们也对不同环境下教、学和评估STEM知识的复杂性获得了宝贵的理解。当前计划：新的短剧项目关注并支持芝加哥公立学校(CPS)新的(2003)芝加哥数学和科学倡议(CMSI)。CMSI包括有重点的工作人员发展，通过一支数学和科学支助人员队伍为教师提供教学支持，增加教学时间，采用基于标准的课程，评估标准化，以及资本改善。SCIT研究员在CMSI结构内的三个不同领域开展工作：K-8数学和K-8科学--CMSI确定了学校可能实施的具体课程；高中科学和数学--在这些领域，研究员在全系项目和全区网络中工作。所有研究员都参加CPS的专业发展活动，并协助课堂教师和专家讲授教学、评估学生工作、设计课堂研究，以及改进和开发课程。在UIC，研究员参加GK-12暑期讲习班和学年课程，以了解城市学校环境中的教与学，并分享他们的CPS经验。该项目的智力优势集中在通过研究员参与几个重叠的学习社区来促进变革。预期的更广泛影响是支持和维持全国第三大学校系统中改革后的STEM教育，并允许CPS更直接地受益于UIC的STEM专业知识，UIC也向CPS学习。该项目计划包括在赠款过程中从NSF支持的计划基础设施向可持续的UIC/CPS基础设施的分阶段过渡。项目评估围绕一套11个具体目标组织，涉及对研究员、教师、学生以及对UIC和CPS的机构影响。评估的基础是通过参与者活动日志和日志、学生在各种评估、调查问卷和访谈中的表现获得的一系列定量和定性数据。评估指导正在进行的方案开发，并评估其在特定项目目标和向自给自足方案过渡方面的有效性。该项目部分得到了数学和物理科学局的资金支持。

Title of Project: Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public SchoolsInstitution: University of Illinois at ChicagoPI: Donald Wink. Co-PIs: Maria Varelas, Tom Moher, Stacy Wenzel, Jeff LewisNumber of Fellows per year (graduate vs. undergraduate): 10 graduate, 1 undergraduateSchool District Partner: Chicago Public SchoolsTarget audience of the project (K-12 grade-band): K-12Setting: UrbanNSF supported disciplines involved: Chemistry, Biology, Computer Science, Earth and Environmental SciencesPrevious Project: The SKIT project evolved out of our Track I project, UIC Graduate Fellows in K-12 Education (NSF DUE-9979537). The prior project was organized around four different interventions in schools in Chicago and two nearby suburbs. Findings show Fellows influenced K-12 education through multiple roles, including that of teacher, curriculum developer, professional developer, student mentor, educational researcher, university representative, and resource gatherer. Teachers reported Fellows helped them plan in advance for lessons and labs; offer one-to-one attention to more students; address topics in deeper and more engaging ways; and offer more hands-on experiences, along with alternative explanations. As Fellows contributed to changes in urban K-12 classrooms, they also gained valuable understandings about the complexities of teaching, learning, and assessing STEM knowledge in diverse settings.Current Plans: The new SKIT project focuses on and supports the new (2003) Chicago Math and Science Initiative (CMSI) of the Chicago Public Schools (CPS). CMSI includes focused staff development, instructional support for teachers through a cadre of mathematics and science support personnel, increase in instructional time, adoption of standards-based curricula, standardization of assessments, and capital improvements. SKIT Fellows work in three different areas within the CMSI structure: K-8 mathematics and K-8 science, for which CMSI has identified particular curricula that schools may implement; and high school science and mathematics, where Fellows work in department-wide projects and district-wide networks. All Fellows attend CPS professional development activities and assist classroom teachers and specialists in delivery of instruction, assessment of student work, design of classroom-based research, and enhancement and development of curriculum. At UIC, Fellows attend GK-12 summer workshops and academic-year courses to gain an understanding of teaching and learning in urban school settings and to share their CPS experiences.The project's intellectual merit centers on facilitating change through Fellows' participation in several overlapping learning communities. The anticipated broader impact is to support and sustain reformed STEM education in the nation's third largest school system, and allow CPS to benefit much more directly from STEM expertise at UIC as UIC also learns from CPS. The project plan includes a phased transition from an NSF-supported program infrastructure to a sustainable UIC/CPS infrastructure over the course of the grant.Project evaluation is organized around a set of 11 specific objectives addressing impact on Fellows, teachers, students, as well as institutional impact on UIC and CPS. Evaluation is based on a broad set of quantitative and qualitative data obtained through participant activity logs and journals, student performance in various assessments, questionnaires, and interviews. Evaluation guides ongoing program development and assess its effectiveness with respect to both particular project objectives and the transition to a self-sustaining program. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences.