Catalysts for Reform: a university - schools partnership in northwest Washington

标题：改革的催化剂：华盛顿西北部的大学-学校合作机构：西华盛顿大学PI：Scott Linneman博士(WWU地质和科学教育)共同PI：Sandra Austin女士(Nooksack Valley校区)；Susan Bergman女士(芒特弗农校区)；Alejandro Acevedo-Gutierrez博士(WWU生物和科学教育)；Gisele Muller-Parker博士(WWU生物学)人数/年：9名研究生和4名高级本科学区合作伙伴：贝灵汉学区、Lummi部落学校、芒特弗农学区、Nooksack山谷学区目标年级乐队：中学(7年级和8年级)环境：农村NSF支持的学科涉及：生物学、化学、地质学和物理叙事摘要：改革催化剂将与来自西部华盛顿大学的9名科学研究生、4名高级本科生和8名科学教员合作，以及来自4个邻近学区的25名中学科学教师，以改善不同学生群体在中学科学方面的学习。智力价值：改革的催化剂将探索如何最好地利用来自生物、化学、地质和物理/天文学系的硕士研究生和高级本科生，通过支持系统改革来改进中学科学教学。学习的思维。学院模式将被评估为一种手段，通过仔细的研究协议为大学学科学生提供以研究为基础的教学策略。此外，还将研究有关教学内容知识的研究所和研讨会对教师知识和实践、课程选择和实施，以及最终对中学生科学成绩的影响。更广泛的影响：该项目将提供一个全国性的范例，说明授予地区性硕士学位的多个学科的研究生和高级本科生如何获得和应用研究型教学策略。参与者将产生系统性的影响，从而在印第安人和拉美裔儿童人数较多的学校改善中学生的科学学习和教师内容以及教学知识和实践。由于科学教师的参与，该项目将对本科生和研究生的科学教学和学习产生可持续的影响。学习的思维。该研究所将被纳入研究生科学课程，是所有高等教育机构的创新和可复制的模式。该项目得到了地球科学局资金的部分支持。

Title: Catalysts for Reform: a university.schools partnership in northwest Washington Institution: Western Washington University PI: Dr. Scott Linneman (WWU Geology and Science Education) Co-PI: Ms. Sandra Austin (Nooksack Valley School District); Ms. Susan Bergman (Mount Vernon School District); Dr. Alejandro Acevedo-Gutierrez (WWU Biology and Science Education); Dr. Gisele Muller-Parker (WWU Biology) Number of Fellows/year: 9 Graduate and 4 Advanced Undergraduate School District Partners: Bellingham School District, Lummi Tribal School, Mount Vernon School District, Nooksack Valley School District Target Grade Band: Middle School (Grades 7 and 8) Setting: Rural NSF Supported Disciplines Involved: Biology, Chemistry, Geology, and Physics Narrative Summary: Catalysts for Reform will partner nine science graduate students, four advanced undergraduates, and eight science faculty from Western Washington University with 25 middle school science teachers from four neighboring school districts to improve learning in middle school science among diverse student populations. Intellectual Merit: Catalysts for Reform will explore how to best use masters-level graduate students and advanced undergraduates from biology, chemistry, geology, and physics/astronomy departments to achieve improved middle school science teaching and learning through support of systemic reform. The thinking to Learn. Institute model will be evaluated as a means to provide university disciplinary students with research-based teaching strategies through careful research protocols. The impact of the institutes and workshops on pedagogical content knowledge on teacher knowledge and practice, curriculum selection and implementation, and ultimately on middle school student science performance will also be studied. Broader Impacts: The project will provide a national example of how graduate and advanced undergraduate students from multiple disciplines in a master.s degree granting regional university can acquire and apply research-based teaching strategies. Participants will have a systemic impact resulting in improved middle school student science learning and teacher content and pedagogical knowledge and practice in schools with high populations of Native American and Hispanic children. As a result of involvement of science faculty, the project will have a sustainable impact on undergraduate and graduate science teaching and learning. The Thinking to Learn. Institute, which will be embedded into the graduate science curriculum, is an innovative and replicable model for all higher education institutions. This project is receiving partial support from funds from the Directorate of Geosciences.