Math in the Middle Institute Partnership

摘要：中学数学学院合作伙伴关系（M2）由内布拉斯加州大学林肯分校、林肯公立学校（LPS）和教育服务单位（教育服务单位（ESU） #6、#7、#13和15个农村学区）组成，创建并维持了一种合作伙伴关系，有能力教育和支持优秀的中级（5-8年级）数学教师团队（总共122人），他们将成为学校、学区和ESU的智力领袖。投资于高质量的教师，长期目标是提高K-12学生在数学方面的成绩，并显著缩小不同学生群体在数学成绩上的差距。M2研究所的工作为学习、教学和教师专业发展的研究提供了信息和证据。对农村教师、学校和地区的承诺是M2的一个重点特征。中学数学学院伙伴关系（M2）由三个主要部分组成：1 . M2学院，一个多年的学院，为参与者提供一个连贯的学习计划，以加深他们的数学知识的教学和发展他们的领导能力；2。数学学习团队培养合作精神。由M2教师领导的团队，在学校管理人员和大学教师的支持下，帮助教师将教学与国家标准保持一致，并协助教师检查其教学和评估实践；ⅲ。一项研究倡议将M2研究所和M2数学学习团队转变为教育改进和创新的实验室。M2学院：(1)丰富了教师的数学知识；(2)协助他们将数学知识转移到课堂上；(3)创建专业人士社区（K-12和大学），他们作为领导者一起工作，加强中级数学课程和中级课堂的课程。凭借在M2研究所获得的知识和领导技能，M2教师领导地区和ESU努力改善数学教学，创建数学学习团队，指导和指导同龄人开发提高学生成绩的方法。研究议程产生了关于数学教师专业发展的新的循证知识。知识价值。M 2学院成为以内容为中心的专业发展学院的典范，培养对中学数学教学有深刻理解的知识领袖，并有能力领导学校和地区的努力，大大提高学生的数学成绩。学习团队结合了教师和大学教师的专业知识，确保了m2研究所的好处远远超出了最初的122名中学参与者。更广泛的影响。教师和研究生在支持教育活动的院系文化中广泛参与教师教育，激发了大学文化的进一步变化，培养了一代致力于优秀教学、教师教育和K-12推广的数学家。高等教育教师跨学院工作的成功模式，提高教师的专业发展和职前教育。支持农村学校的教育有助于我们教育社区的一部分，这一部分被忽视了太长时间。

Abstract: 0412502 The Math in the Middle Institute Partnership ( M2 ) comprising the University of Nebraska-Lincoln, Lincoln Public Schools (LPS) and Educational Service Unit (Educational Service Units (ESU) #6, #7 & #13 and 15 Rural School Districts), creates and sustains a partnership with the capacity to educate and support teams of outstanding middle level (Grades 5-8) mathematics teachers (122 total) who will become intellectual leaders in their schools, districts, and ESUs. Investing in high-quality teachers, the long-term goal is improving K-12 student achievement in mathematics and significantly reducing achievement gaps in the mathematical performance of diverse student populations. The work of the M2 Institute informs and provides evidence-based contributions to research on learning, teaching, and teacher professional development. Commitment to rural teachers, schools, and districts is a focus feature of M2. Math in the Middle Institute Partnership ( M 2 )consists of three major components: i. The M2 Institute, a multi-year institute offers participants a coherent program of study to deepen their mathematical knowledge for teaching and to develop their leadership skills; ii. Mathematics learning teams develop collegiality. Teams led by M2 teachers, supported by school administrators and university faculty, help teachers align their teaching with state standards, and assist teachers in examining their instructional and assessment practices; and iii. A research initiative transforms the M2 Institute and the M2 mathematics learning teams into laboratories for educational improvement and innovation. The M2 Institute: (1) enriches teachers' mathematics knowledge; (2) assists them in transferring mathematics knowledge into their classrooms; and (3) creates communities of professionals (K-12 and college) who work together as leaders to strengthen middle level mathematics courses and curricula in the middle level classroom. Strengthened by the knowledge and leadership skills gained in the M2 Institute, M 2 teachers lead district and ESU efforts to improve mathematics teaching and learning, creating mathematics learning teams in which they mentor and coach their peers developing ways to enhance student achievement. The research agenda generates new evidence-based knowledge about mathematics teacher professional development. Intellectual Merit. The M 2 Institute becomes a model for a content-focused professional development Institute producing intellectual leaders with a deep understanding of the mathematics taught in the middle grades and the ability to lead school and district efforts greatly increasing student achievement in mathematics. Learning teams combine the expertise of teachers and university faculty ensuring that the benefits of the M 2 Institute reach far beyond the original 122 middle school participants. Broader Impacts. The extensive engagement in teacher education by faculty and graduate students in a departmental culture supportive of educational activities sparks further change in the university culture and develops a generation of mathematicians with a strong commitment to outstanding teaching, teacher education, and K-12 outreach. Successful models for higher education faculty working across colleges improving teacher professional development and pre-service education are developed. Supporting education in rural schools contributes to a segment of our education community that has been neglected for too long.