Intra-state Partnerships for Improved, Sustainable K-12 STEM Instruction in Remote Schools

K-12教育研究生助教#：0742540 PRINCIPAL调查员：Dean Livelybrooks INSTITUTION：俄勒冈大学TITLE：州内伙伴关系，改善偏远学校K-12 STEM教学俄勒冈大学GK-12项目在俄勒冈州东部和中部农村学校建立最先进的、以探究为导向的科学课程。每年被选为GK-12研究员的UO化学和物理博士生将每人分配到一所小学或中学担任驻校科学家。由他们的学校社区主办，每年三次，为期两周。他们将与课堂教师一起教授科学工具包，目标是持续使用工具包课程。这种以GK-12研究员为内容专家的嵌入式教师专业发展将成为全州范围内的模式。GK-12研究员与密歇根大学的课程专家和所分配学校的教师合作，将语言、艺术和数学教学纳入科学课程。此外，研究员领导实践科学工具包课程的课堂活动，并制定与其研究相关的概念上的辅助课程。该项目将推动区域基础设施的发展，以补充科学工具包，并通过教室间和校际共享确保材料的成本效益。这一计划的三个好处尤为重要。首先，它建立了衔接的K-8科学课程，允许学习从一个年级到下一个年级相关联，从而使学生在高中更好地准备学习科学。其次，该计划试图应对科学教学取代？的趋势。将适合年龄的数学和语言艺术教学与基于探究的科学课程相结合。第三，该计划试图测试一种远程模型？因此，大学在改善偏远学校的教学方面发挥着重要作用。

GRADUATE TEACHING FELLOWS IN K-12 EDUCATIONABSTRACTPROPOSAL #: 0742540PRINCIPAL INVESTIGATOR: Dean LivelybrooksINSTITUTION: University of OregonTITLE: Intra-state Partnerships for Improved, Sustainable K-12 STEM Instruction in Remote SchoolsThe University of Oregon GK-12 project establishes state-of-the-art, inquiry-driven science curricula in rural eastern and central Oregon schools. The UO chemistry and physics PhD students chosen annually to be GK-12 Fellows will each be assigned to an elementary or middle school to serve as a ?scientist-in-residence,? hosted by their school community for three, two-week-long stays each year. They will co-teach science kits alongside classroom teachers with a goal of sustained use of kit curricula. This embedded professional development for teachers, with the GK-12 Fellows as content experts, will serve as a statewide model. GK-12 Fellows work with curricula experts at UO and teachers at their assigned schools to integrate language arts and math instruction within the science curricula. In addition, Fellows lead hands-on science kit curricula classroom activities and develop supporting curricula conceptually related to their research. The project will seed the development of regional infrastructure to restock the science kits and ensure cost-efficient use of materials via inter-classroom and inter-school sharing. Three benefits of this program stand out as uniquely important. First, it establishes articulated K-8 science curricula, allowing learning to be correlated from one grade to the next, resulting in students better prepared to study science in high school. Second, the program seeks to counter the trend of ?science instruction displacement? by Fellow-piloted integration of age-appropriate math and language arts instruction within inquiry-based science lessons. Third, the program seeks to test a ?remote model? whereby universities play significant roles in improving instruction at remote schools.