CLUSTER: Investigating a New Model Partnership for Teacher Preparation

集群：研究教师培训的新合作模式

• 批准号: 0554269
• 负责人: Richard Steinberg
• 金额: $ 169.34万
• 依托单位: CUNY City College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2013-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0554269&HistoricalAwards=false
• 关键词: CLUSTER; Investigating; New; Model; Partnership

INTELLECTUAL MERIT: This research oriented project integrates the informal and formal science education sectors, bringing their combined resources to bear on the critical need for well-prepared and diverse urban science teachers. It represents a partnership among The City College of New York (CCNY), the New York Hall of Science (NYHOS), and the City University of New York Center for Advanced Study in Education (CUNY-CASE). It integrates the Science Career Ladder, a sustained program of informal science teaching training and employment at the NYHOS, with the CCNY science teacher preparation program. The longitudinal and comparative research study being conducted is designed to examine and document the effect of this integrated program on the production of urban science teachers. Outcomes from this study include a new body of research related to the impact of internships in science centers on improving classroom science teaching in urban high schools. Results are being disseminated to both the informal science education community (through the Association for Science and Technology Centers and the Center for Informal Learning in Schools, an NSF supported Center for Learning and Teaching situated at the San Francisco Exploratorium) and the formal education community (through the National Science Teachers Association and the American Educational Research Association). The Science Career Ladder program engages undergraduates as inquiry-based interpreters (Explainers) for visitors to the NY Hall of Science. Integrating this experience with a formal teacher certification program enables participants to coordinate experiences in the science center, college science and education classes, and K-12 classrooms. Participants receive a license to teach science upon graduating. The approach has its theoretical underpinnings in the concept of situated learning as noted by Kirshner and Whitson (1997, Situated Cognition: Social, Semiotic and Psychological Perspectives, Mahwah, NJ: Erlbaum). Through apprenticeship experiences, situated learning recreates the complexity and ambiguity of situations that learners will face in the real world. Science centers provide a potentially ideal setting for situational learning by future teachers, allowing them to develop, exercise and refine their science teaching and learning skills as noted by Gardner (1991, The Unschooled Mind, New York: Basic Books). BROADER IMPACT: There is a well-documented shortage of science teachers in urban school districts. The causes of this shortage relate to all phases of the teacher professional continuum, from recruitment through training and retention. At the same time, the demographic composition of American teachers is increasingly out of synch with the demographics of the student population, raising concerns that a critical shortage of role models may be at hand, contributing to a worsening situation in urban schools. In the face of these challenges many innovative teacher recruitment and teacher preparation programs have been developed to augment traditional pathways to teaching. These programs range from high school academies for students expressing an interest in teaching to the recruitment and training of individuals making mid-life career changes. The CLUSTER program described above represents a new alternative. There are more than 250 science centers in the United States. Many of these have extensive youth internship programs and collaborative relationships with local colleges. Therefore, the proposed model is widely applicable.

智力优势：这个以研究为导向的项目整合了非正式和正式的科学教育部门，将其综合资源用于满足对准备充分和多样化的城市科学教师的迫切需求。 它代表了纽约城市学院 (CCNY)、纽约科学馆 (NYHOS) 和纽约城市大学教育高级研究中心 (CUNY-CASE) 之间的合作关系。 它将科学职业阶梯（NYHOS 的非正式科学教学培训和就业持续计划）与 CCNY 科学教师准备计划整合在一起。 正在进行的纵向和比较研究旨在检查和记录该综合计划对城市科学教师培养的影响。 这项研究的成果包括一系列新的研究，涉及科学中心实习对改善城市高中课堂科学教学的影响。 结果正在向非正式科学教育界（通过科学技术中心协会和学校非正式学习中心，美国国家科学基金会支持的位于旧金山探索馆的学习和教学中心）和正式教育界（通过国家科学教师协会和美国教育研究协会）传播。 科学职业阶梯计划让本科生为纽约科学馆的参观者提供基于探究的口译员（解释员）。 将这种体验与正式的教师认证计划相结合，使参与者能够协调科学中心、大学科学和教育课程以及 K-12 教室的体验。 参与者毕业后将获得教授科学的许可证。 正如 Kirshner 和 Whitson 所指出的，该方法的理论基础是情境学习的概念（1997 年，情境认知：社会、符号学和心理视角，Mahwah，新泽西州：Erlbaum）。 通过学徒经历，情境学习重现了学习者在现实世界中将面临的复杂性和模糊性情境。 科学中心为未来教师的情境学习提供了一个潜在的理想环境，使他们能够发展、锻炼和完善自己的科学教学和学习技能，正如加德纳（1991 年，The Unschooled Mind，纽约：基础书籍）所指出的那样。更广泛的影响：有充分证据表明城市学区科学教师短缺。 造成这种短缺的原因涉及教师专业连续体的所有阶段，从招聘到培训和保留。 与此同时，美国教师的人口构成与学生人口的人口结构越来越不同步，这引发了人们的担忧，即榜样可能严重短缺，从而导致城市学校的情况日益恶化。 面对这些挑战，许多创新的教师招聘和教师培训计划被制定出来，以增强传统的教学途径。这些计划范围广泛，从为有教学兴趣的学生开设的高中学院，到招募和培训中年职业转变的个人。 上述 CLUSTER 程序代表了一种新的替代方案。 美国有超过250个科学中心。 其中许多拥有广泛的青年实习计划并与当地大学建立了合作关系。 因此，所提出的模型具有广泛的适用性。