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

改革的催化剂：华盛顿西北部大学与学校的合作伙伴关系

• 批准号: 0338354
• 负责人: Scott Linneman
• 金额: --
• 依托单位: Western Washington University
• 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: 2004-06-15 至 2008-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338354&HistoricalAwards=false
• 关键词: Catalysts; Reform; university; schools; partnership

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.

职务名称：改革的催化剂：华盛顿西北部的一所大学。学校合作机构：西华盛顿大学PI：Scott Linneman博士（WWU地质学和科学教育）共同负责人：Sandra Austin女士（Nooksack Valley学区）; Susan Bergman女士（芒特弗农学区）; Alejandro Acevedo-Gutierrez博士（WWU生物学和科学教育）;吉赛尔·穆勒-帕克博士（WWU生物学）研究员人数/年：9研究生和4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）设置：农村NSF支持的学科涉及：生物学，化学，地质学和物理学叙述性总结：改革的催化剂将合作伙伴九个科学研究生，四个先进的本科生，和八个科学教师从西部华盛顿大学与25名中学科学教师从四个邻近的学区，以提高学习中学科学不同的学生群体。 智力优势：改革的催化剂将探讨如何最好地利用硕士水平的研究生和先进的本科生从生物，化学，地质学和物理/天文学部门，以实现通过支持系统的改革改善中学科学教学和学习。思考学习。研究所模式将被评估为一种手段，通过仔细的研究协议，为大学学科的学生提供基于研究的教学策略。 研究所和讲习班对教师知识和实践，课程选择和实施，并最终对中学生科学表现的教学内容知识的影响也将被研究。更广泛的影响：该项目将提供一个全国性的例子，说明硕士学位授予区域大学多学科的研究生和高级本科生如何获得和应用基于研究的教学战略。参与者将产生系统性的影响，从而改善中学生的科学学习和教师的内容和教学知识，并在学校与美洲原住民和西班牙裔儿童的高人口的做法。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。思考学习。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。