Boston Science Partnership

波士顿科学伙伴关系（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）和马萨诸塞州波士顿大学（UMB）作为牵头组织。 哈佛医学院和大学理事会作为支持伙伴参与。 这种伙伴关系走到一起，以显着提高学生成绩和教师质量在6-12年级的科学。 BSP的愿景是，具有挑战性的科学课程将由高素质的教师教授;所有BPS学生都可以学习高级科学课程;大学教师将与K-12教师并肩工作，进行科学教育改革;并将建立结构，以促进学生从6年级到研究生阶段的科学和工程成绩。 该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，增加谁在科学的高层次课程取得成功，谁被录取并留在大学科学和工程项目的学生人数，提高BPS和大学的科学教学，并将这些变化制度化，使波士顿科学伙伴关系及其工作得以持续。支持BSP实现其目标的独特战略包括：-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）模式相结合，该模式要求教师调查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，将内容结合背景，以支持教师在BPS课堂上教授的具体课程;工程系和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/工程链，并开设一门工程学研究生课程，使教师能够将这一材料作为科学课程的一部分进行教学。旨在回答以下问题的研究工作：UMB和NEU的机构能力和障碍是什么，将促进或抑制他们通过BSP在自己的机构内发起的创新的可持续性？ 什么是解释UMB和NEU实现真实和可持续的相互合作，以改善BPS内的科学教学和学习的能力的机构能力和障碍？ 如何UMB和NEU使用的战略来管理他们的能力和障碍，以改变提高该领域的理解和能力，以实现高等教育机构内的可持续变化？ 垂直团队、情境化课程和CCL模式的使用在高质量教师的发展中发挥了什么作用？科学教授a）增加了关于学生如何学习和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，并参与了关于基于学生如何学习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中的科学教学？ BSP的研究议程将由UMB和教育发展中心（EDC）与莱斯利大学的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6-8年级的14，759名学生，9-12年级的18，305名学生，186名全职科学教师，还有256位老师每天都在教科学

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.