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（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，作者：Donald Wink。合作伙伴：Maria Varelas， Tom Moher, Stacy Wenzel， Jeff lewis研究员每年人数（研究生vs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目标受众（K-12年级）：K-12设置：城市NSF支持的学科涉及：化学，生物学，计算机科学，地球和环境科学上一个项目：SKIT项目从我们的Track I项目演变而来，UIC研究生研究员在K-12教育（NSF DUE-9979537）。之前的项目是围绕芝加哥和附近两个郊区的学校进行的四种不同的干预。研究结果表明，研究员通过教师、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等多重角色对K-12教育产生了影响。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、更吸引人的方式讨论话题；并提供更多的实践经验，以及其他解释。随着研究员们对城市K-12教室的变化做出贡献，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SKIT项目关注并支持芝加哥公立学校（CPS）的新的（2003年）芝加哥数学和科学计划（CMSI）。CMSI包括重点员工发展、通过数学和科学支持人员骨干为教师提供教学支持、增加教学时间、采用基于标准的课程、标准化评估和资本改进。SKIT研究员在CMSI结构中的三个不同领域工作：K-8数学和K-8科学，CMSI已经确定了学校可以实施的特定课程；以及高中科学和数学，在那里，研究员们在全系项目和全地区网络中工作。所有研究员都参加CPS专业发展活动，并协助课堂教师和专家提供教学，评估学生作业，设计课堂研究，以及加强和发展课程。在ucic，研究员参加GK-12暑期研讨会和学年课程，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在通过研究员参与几个重叠的学习社区来促进变革。预计更广泛的影响是支持和维持全国第三大学校系统的STEM教育改革，并允许CPS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，涉及对研究员、教师、学生的影响，以及对UIC和CPS的机构影响。评估基于广泛的定量和定性数据，这些数据通过参与者的活动日志和日志、学生在各种评估中的表现、问卷调查和访谈获得。评估指导正在进行的项目开发，并根据特定项目目标和向自我维持项目的过渡来评估其有效性。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: 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.