Boston Science Partnership

波士顿科学合作伙伴

• 批准号: 0412390
• 负责人: Hannah Sevian
• 金额: --
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-15 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0412390&HistoricalAwards=false
• 关键词: Boston; Science; Partnership

The Boston Science Partnership (BSP) is comprised of the following core partners: the Boston Public School (BPS) System, Northeastern University (NEU) and the University of Massachusetts Boston (UMB), as the lead organization. The Harvard Medical School and the College Board participate as supporting partners. This Partnership comes together to significantly enhance student achievement and teacher quality in grades 6-12 science. The BSP vision is that challenging science courses will be taught by highly qualified teachers; advanced science courses will be accessible to all BPS students; university faculty will work side-by-side with K-12 teachers in science education reform; and structures will be in place to promote student achievement in grade 6 through graduate level in science and engineering. The goals of the Partnership are to raise BPS student achievement in science, significantly improve the quality of BPS science teachers, increase the number of students who succeed in higher-level courses in science and who are admitted to and retained in university science and engineering programs, improve science teaching both in BPS and at the universities, and institutionalize these changes so that the Boston Science Partnership and its work will be sustained. Distinctive strategies that support BSP in obtaining its goals include:--Combining the College Board's vertical teaming approach with BPS' own Collaborative Coaching and Learning (CCL) model, which requires teachers to inquire into their own and each other's teaching practices in an effort to improve student achievement;--Collaboration by science professors and BPS science teachers to develop graduate courses that contextualize content in support of the specific curriculum that teachers are expected to deliver in BPS classrooms; and--Joining together of engineering faculty and BPS science teachers to interpret the technology/engineering strand of the Massachusetts Science Frameworks in light of the national technology frameworks, and to create a graduate course in engineering that prepares teachers to teach this material as part of the science curriculum.Evaluation measures associated with project implementation will be complemented by research efforts intended to answer questions such as: What are the institutional capacities and barriers of UMB and NEU that will advance or inhibit the sustainability of the innovations they have initiated within their own institutions through the BSP? What are the institutional capacities and barriers that explain the abilities of UMB and NEU to achieve authentic and sustainable collaborations with each other in order to improve science teaching and learning within BPS? How do the strategies that UMB and NEU use to manage their capacities and barriers to change enhance the field's understanding of and ability to achieve sustainable change within institutions of higher education? What are the roles that vertical teaming, contextualized courses, and the use of the CCL model play in the development of high quality teachers? In what ways does science instruction in university science courses improve as a result of science professors' a) increased knowledge about how students learn and K-12 science education including the National Science Education Standards, and b) observations of high-quality K-12 science teachers and participation in debriefing discussions about inquiry-based teaching practices based on how students learn? The BSP research agenda will be carried out jointly by UMB and the Education Development Center (EDC) with the Program Evaluation and Research Group (PERG), Lesley University, providing leadership for project evaluation.The work of the BSP has the potential of impacting 14,759 students in grades 6-8, 18,305 students in grades 9-12, 186 full-time science teachers, and 256 teachers who teach science part of the day.

波士顿科学合作伙伴关系（BSP）由以下核心合作伙伴组成：波士顿公立学校（BPS）系统、东北大学（NEU）和马萨诸塞大学波士顿分校（UMB）作为牵头组织。 哈佛医学院和大学理事会作为支持合作伙伴参与其中。 此次合作将显着提高 6-12 年级科学学生的成绩和教师质量。 BSP 的愿景是由高素质教师教授具有挑战性的科学课程；所有 BPS 学生都可以学习高级科学课程；大学教师将与K-12教师并肩致力于科学教育改革；将建立适当的结构来提高学生从六年级到研究生在科学和工程方面的成绩。 该合作伙伴关系的目标是提高 BPS 学生在科学方面的成绩，显着提高 BPS 科学教师的质量，增加在高级科学课程中取得成功以及被大学科学和工程项目录取和保留的学生数量，改善 BPS 和大学的科学教学，并将这些变化制度化，以便波士顿科学合作伙伴关系及其工作得以持续。支持 BSP 实现其目标的独特策略包括：--将大学理事会的垂直团队方法与 BPS 自己的协作辅导和学习 (CCL) 模型相结合，该模型要求教师探究自己和彼此的教学实践，以努力提高学生的成绩；--科学教授和 BPS 科学教师合作开发研究生课程，将内容融入情境，以支持教师在 BPS 中教授的特定课程 教室； - 工程学院和 BPS 科学教师联合起来，根据国家技术框架解释马萨诸塞州科学框架的技术/工程部分，并创建一门工程研究生课程，让教师为将这种材料作为科学课程的一部分进行教学做好准备。与项目实施相关的评估措施将得到旨在回答以下问题的研究工作的补充：UMB 和 BPS 的机构能力和障碍是什么？ NEU 将促进还是抑制他们通过 BSP 在自己机构内发起的创新的可持续性？ 有哪些机构能力和障碍可以解释 UMB 和 NEU 能够相互实现真正和可持续的合作，以改善 BPS 内的科学教学和学习？ UMB 和 NEU 用于管理其能力和变革障碍的策略如何增强该领域对高等教育机构内可持续变革的理解和能力？ 垂直团队、情境化课程、CCL模式的运用对高素质教师的培养有何作用？科学教授 a) 增加有关学生如何学习和 K-12 科学教育（包括国家科学教育标准）的知识，以及 b) 对高质量 K-12 科学教师的观察以及参与基于学生学习方式的探究式教学实践的汇报讨论，从而在哪些方面改善了大学科学课程的科学教学？ BSP 研究议程将由 UMB 和教育发展中心 (EDC) 以及莱斯利大学项目评估和研究小组 (PERG) 联合开展，为项目评估提供领导。BSP 的工作有可能影响 14,759 名 6-8 年级学生、18,305 名 9-12 年级学生、186 名全职科学教师和 256 名部分时间教授科学的教师。