Teacher Quality and Student Success: Testing the K20 Science Professional Development Model (K20 Science) for Rural Science Teachers

教师质量和学生成功：测试农村科学教师的 K20 科学专业发展模型（K20 Science）

• 批准号: 0634070
• 负责人: Barbara Greene
• 金额: --
• 依托单位: University of Oklahoma Norman Campus
• 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: 2006-09-15 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0634070&HistoricalAwards=false
• 关键词: Teacher; Quality; Student; Success; Testing

The University of Oklahoma's K20 Center is a leader in school-wide reform. For over ten years, using primarily private foundation grants, K20 Center has promoted the 10 IDEALS of High Achieving Schools by working first with school administrators and then whole schools from across the state. The National Commission on Mathematics and Science Teaching for the 21st Century established the need of an on-going system to improve student knowledge and interest for scientific and technological advances with the following goals and actions: summer institutes, inquiry groups, leadership training, and Internet portals. Through its early, and continuing programs, K20 Center improved school leadership and technology integration in school systems. In recent years the K20 Center added more direct classroom interventions and content- and inquiry-based professional development to its programs. With this proposal, the K20 Center seeks to expand current programs and empirically test the K20 SCIENCE Professional Development Model addressing teacher quality and student success in small, isolated rural schools with high Native American population. The K20 SCIENCE Model supports the National Commission's goals by improving science teacher knowledge through authentic research experiences, lesson study, and professional learning communities (PLC) with networking, Internet portals, and technological support for extensive professional development of rural science teachers. After field-testing, comprehensive evaluation, and commensurate revisions, the K20 SCIENCE model will be shared regionally, nationally and internationally through professional meetings and publications, including through the National Rural Education Association to assist replication in other rural contexts. Intellectual Merit: This project will use quantitative measures to document changes in teacher content knowledge, classroom practices, efficacy of teaching, PLC development, peer coaching and mentoring, teacher quality and student success following teacher participation in a Summer Research Institute and subsequent professional development support interventions. Each separate piece of the model is based on research showing positive impact on learning in theory or in practice; yet no piece can stand alone to provide comprehensive reform of science education. The K20 SCIENCE model brings teacher content knowledge and inquiry experience, transfer to classroom practice, and support for professional innovation and interactive instruction into a single, testable program .Broader Impacts: The K20 Center network of 500 rural schools provides an extensive infrastructure from which to design, implement, test, revise, and share results of rural education innovation. Oklahoma's schools serve a diverse K-12 student population that has more than three times the poverty rate of the national average . Nearly 25% of Oklahoma students drop out of high school between 9th and 12th grade, and too many Oklahoma high school students fail to learn higher levels of science that lead to college graduation and scientific and technical careers. Particularly disadvantaged are Native Americans. K20 SCIENCE will directly impact low-income, rural schools serving diverse populations.

俄克拉荷马大学的K20中心是全校改革的领导者。十多年来，K20中心主要使用私人基金会的赠款，通过首先与学校管理人员合作，然后与全州的整个学校合作，促进了高成就学校的10个理想。21世纪国家数学和科学教学委员会建立了一个持续不断的系统，以提高学生对科学技术进步的知识和兴趣，其目标和行动如下：暑期班、探究小组、领导力培训和互联网门户网站。通过其早期和持续的计划，K20中心改善了学校领导力和学校系统中的技术集成。近年来，K20中心在其项目中增加了更直接的课堂干预以及基于内容和探究的专业发展。通过这项建议，K20中心寻求扩大当前的项目，并对K20科学专业发展模式进行实证测试，该模式旨在解决美洲原住民人口较多的小型、与世隔绝的农村学校的教师质量和学生成功问题。K20科学模式通过真实的研究体验、课程学习和专业学习社区(PLC)以及网络、互联网门户和技术支持来提高科学教师的知识，从而支持国家委员会的目标，为农村科学教师的广泛专业发展提供技术支持。在实地测试、全面评估和相应修订之后，将通过专业会议和出版物，包括通过全国农村教育协会，在区域、国家和国际范围内分享K20科学模式，以协助在其他农村地区推广。智力价值：该项目将使用量化措施记录教师在参加暑期研究所和随后的职业发展支持干预措施后，在教师教学知识、课堂实践、教学效率、PLC开发、同行辅导和指导、教师质量和学生成功方面的变化。该模型的每一个单独部分都是基于在理论或实践中对学习产生积极影响的研究；然而，没有一个单独的部分可以独立提供科学教育的全面改革。K20科学模式将教师的教学知识和探究体验，转移到课堂实践，并支持专业创新和互动教学，成为一个单一的、可测试的计划。广泛的影响：由500所农村学校组成的K20中心网络提供了广泛的基础设施，可用于设计、实施、测试、修改和共享农村教育创新的成果。俄克拉荷马州的学校服务于多样化的K-12学生群体，他们的贫困率是全国平均水平的三倍多。俄克拉荷马州近25%的学生在9至12年级之间从高中辍学，太多的俄克拉荷马州高中生未能学习到更高水平的科学知识，从而导致大学毕业和科学技术职业生涯。尤其处于不利地位的是美洲原住民。K20科学将直接影响为不同人群服务的低收入农村学校。