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

科学家、儿童和教师 (SKIT)：GK-12 与芝加哥公立学校的合作伙伴关系

• 批准号: 0338328
• 负责人: Donald Wink
• 金额: $ 197.98万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-01-01 至 2009-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338328&HistoricalAwards=false
• 关键词: Scientists; Kids; Teachers; SKIT; GK

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.

项目名称：科学家、儿童和教师 (SKIT)：与芝加哥公立学校的 GK-12 合作机构：伊利诺伊大学芝加哥分校 PI：Donald Wink。联合 PI：Maria Varelas、Tom Moher、Stacy Wenzel、Jeff Lewis 每年研究员人数（研究生与本科生）：10 名研究生，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）：K-12 设置：UrbanNSF 支持的学科涉及：化学、生物学、计算机科学、地球与环境科学上一页 项目：SKIT 项目由我们的 Track I 项目发展而来，UIC K-12 教育研究生 (NSF DUE-9979537)。之前的项目是围绕芝加哥和附近两个郊区的学校的四种不同干预措施组织的。调查结果显示，研究员通过多种角色影响 K-12 教育，包括教师、课程开发人员、专业开发人员、学生导师、教育研究员、大学代表和资源收集者。教师们表示，研究员帮助他们提前计划课程和实验；为更多学生提供一对一的关注；以更深入、更吸引人的方式讨论主题；并提供更多实践经验以及替代解释。由于研究员为城市 K-12 课堂的变革做出了贡献，他们还获得了关于在不同环境中教学、学习和评估 STEM 知识的复杂性的宝贵理解。 当前计划：新的 SKIT 项目重点关注并支持芝加哥公立学校 (CPS) 的新 (2003) 芝加哥数学和科学计划 (CMSI)。 CMSI 包括重点人员发展、通过一批数学和科学支持人员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。 SKIT 研究员在 CMSI 结构内的三个不同领域工作：K-8 数学和 K-8 科学，CMSI 已为此确定了学校可以实施的特定课程；以及高中科学和数学，研究员在部门范围的项目和地区范围的网络中工作。所有研究员均参加 CPS 专业发展活动，并协助课堂教师和专家进行教学、学生作业评估、课堂研究设计以及课程的改进和开发。在 UIC，研究员参加 GK-12 夏季研讨会和学年课程，以了解城市学校环境中的教学和学习，并分享他们的 CPS 经验。该项目的智力价值集中于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美国第三大学校系统改革后的 STEM 教育，并使 CPS 能够更直接地从 UIC 的 STEM 专业知识中受益，因为 UIC 也向 CPS 学习。该项目计划包括在拨款过程中从 NSF 支持的项目基础设施分阶段过渡到可持续的 UIC/CPS 基础设施。项目评估围绕 11 个具体目标进行组织，涉及对研究员、教师、学生的影响以及对 UIC 和 CPS 的机构影响。评估基于通过参与者活动日志和日记、学生在各种评估、问卷和访谈中的表现获得的广泛的定量和定性数据。评估指导正在进行的计划开发，并评估其在特定项目目标和向自我维持计划过渡方面的有效性。该项目部分由数学和物理科学理事会的资金支持。