Taking NPASS to Scale (NPASS2): Creating State-based Professional Development Networks for Out-of-School Time Science

扩大 NPASS 规模 (NPASS2)：为校外时间科学创建基于州的专业发展网络

• 批准号: 0917576
• 负责人: Charles Hutchison
• 金额: $ 199.65万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2015-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0917576&HistoricalAwards=false
• 关键词: Taking; NPASS; Scale; NPASS2; Creating

Taking NPASS (National Partnerships for Afterschool Science) to Scale builds on a previously funded effort (DRL 0515549) designed to provide professional development for out-of-school time (OST) science trainers, administrators, and frontline staff. Education Development Center, Inc. (EDC), in partnership with the Boston Children's Museum, utilizes a tiered-training approach to increase understanding of the nature and value of informal science programming and improve program development and presentation skills. The professional development content is aligned with state standards in earth, life, and physical sciences for grades K-8 and emphasizes science inquiry and process skills. In addition to disseminating the NPASS model to eight states (CA, GA, MD, MN, MO, NH, NJ, OH), this project examines the factors that contribute to success at the local and statewide levels. Collaborating NPASS Leadership Teams are located at the California School-Age Consortium, the Georgia Afterschool Investment Council, The After-School Institute, Minnesota School Age Child Care Alliance, University of Missouri-Columbia, University of New Hampshire, and the Ohio Child Care Resource and Referral Association. Rutgers University-New Brunswick and the National Institute on Out of School Time (NIOST) assist with recruitment and training. The primary target audience for this effort is OST science trainers, administrators of statewide OST networks and local programs, and frontline staff. The secondary audience is youth participating in afterschool programs, most of whom are from traditionally underserved and economically challenged groups. Deliverables include three-day, semi-annual train-the-trainer institutes; annual seminars for NPASS leaders; professional development tools; science kits; and the NPASS website. The project design consists of four levels of management and delivery. At Level 1, the NPASS2 primary partners, EDC and the Boston Children's Museum, provide three-day state-based OST Science Trainer Institutes on a semi-annual basis. The Science Trainer Institutes combine hands-on experience with pedagogical training in informal science learning, youth development, and the logistics of working with OST sites. During Level 2, the eight State Leadership Teams recruit two cohorts of OST practitioners to attend Science Trainer Institutes. The new Science Trainers then identify OST sites to attend a series of half-day science trainings in Level 3. Each session introduces and models new science projects for use in afterschool settings, including the NSF-funded Design It! or Explore It! materials. Finally, at Level 4, OST sites serving children from predominantly underserved and underrepresented populations are invited to join the NPASS2 initiative. OST sites receive a materials kit and guide for the activities at each training session, while support and scaffolding such as mentoring, a helpline, FAQ archive, bi-monthly newsletter, and social networking site are available throughout the program. It is estimated that as many as 30 OST state leaders, 300 managers, and 100 science trainers will be reached at 750 community sites serving 22,000 youth. The combined intervention has the potential to change the OST landscape.The project evaluation to be conducted by the Goodman Research Group (GRG) employs a longitudinal design to determine participants' growth over time and the magnitude of change among the variables. The formative evaluation is designed to assess the development of the project's deliverables while the summative evaluation focuses on professional audience impacts. The NPASS2 summative evaluation examines the OST science trainers, OST state network administrators, youth workers, and site administrators through a baseline survey, in addition to annual questionnaires and interviews of network administrators and OST site administrators. The pre-post design measures changes in trainers' understanding, attitudes, behavior, and skills related to informal STEM education research or practice. To maximize the efficiency and authenticity of the evaluation, GRG will use the SET/STEM Leader Competencies Rubric currently being developed jointly by EDC in collaboration with the National 4-H Council's SET PD Committee.

采取NPASS（课后科学国家合作伙伴关系）的规模建立在以前资助的努力（DRL 0515549），旨在为校外时间（OST）科学培训师，管理人员和一线工作人员提供专业发展。教育发展中心(EDC)与波士顿儿童博物馆合作，利用分层培训方法来提高对非正式科学计划的性质和价值的理解，并提高计划开发和演示技能。专业发展内容与K-8年级的地球，生命和物理科学的国家标准保持一致，并强调科学探究和过程技能。除了向八个州（加利福尼亚州、佐治亚州、马里兰州、明尼苏达州、密苏里州、新罕布什尔州、新泽西州、俄亥俄州）传播NPASS模型外，该项目还审查了有助于在地方和全州范围内取得成功的因素。合作的NPASS领导团队位于加州学龄联合会、格鲁吉亚课后投资理事会、课后研究所、明尼苏达学龄儿童保育联盟、密苏里-哥伦比亚大学、新罕布什尔州大学和俄亥俄州儿童保育资源和推荐协会。罗格斯大学新不伦瑞克分校和国家校外时间研究所协助招聘和培训。这项工作的主要目标受众是开放源码软件科学培训师、全州开放源码软件网络和当地项目的管理员以及一线工作人员。第二受众是参加课外活动的青年，其中大多数来自传统上服务不足和经济困难的群体。可提供的服务包括为期三天、每半年举办一次的培训员培训班;为全国提高妇女地位协会领导人举办的年度研讨会;专业发展工具;科学工具包;以及全国提高妇女地位协会网站。项目设计包括四个层次的管理和交付。在第一级，NPASS 2的主要合作伙伴，EDC和波士顿儿童博物馆，提供为期三天的国家为基础的OST科学培训机构每半年一次。科学培训机构将联合收割机实践经验与非正式科学学习、青年发展和与开放源码软件网站合作的后勤方面的教学培训相结合。在第2级，八个国家领导小组招募两批OST从业者参加科学培训师学院。然后，新的科学培训师确定OST站点参加一系列为期半天的第3级科学培训。每节课都介绍和模拟新的科学项目，供课后使用，包括NSF资助的Design It！或探索它！材料.最后，在第4级，邀请为主要服务不足和代表性不足的人口的儿童提供服务的开放源码软件站点加入NPASS 2倡议。OST站点在每次培训课程中都会收到一个材料包和活动指南，而整个计划中都提供支持和脚手架，如指导、咨询热线、FAQ档案、双月通讯和社交网站。据估计，多达30名OST州领导人，300名管理人员和100名科学培训员将在750个社区站点为22，000名青年提供服务。由嘉民研究集团（GRG）进行的项目评估采用了纵向设计，以确定参与者随时间的增长以及变量之间的变化幅度。形成性评价旨在评估项目交付成果的发展情况，而总结性评价则侧重于对专业受众的影响。NPASS 2总结性评估通过基线调查，以及对网络管理员和OST站点管理员的年度问卷调查和访谈，对OST科学培训员、OST国家网络管理员、青年工作者和站点管理员进行了审查。前-后设计衡量培训者对非正式STEM教育研究或实践的理解、态度、行为和技能的变化。为了最大限度地提高评估的效率和真实性，GRG将使用目前由EDC与国家4-H理事会的SET PD委员会联合开发的SET/STEM领导者能力标准。