Innovation through Institutional Integration (I3): The Modeling Institute
通过机构整合进行创新(I3):建模研究所
基本信息
- 批准号:0930109
- 负责人:
- 金额:$ 124.5万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2009
- 资助国家:美国
- 起止时间:2009-09-15 至 2014-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Arizona State University's (ASU) Innovation through Institutional Integration (I-3): The Modeling Institute integrates the efforts of its most successful NSF-sponsored initiatives in STEM teacher education and more: Modeling Physics (numerous NSF programs); Project Pathways (MSP); Professional Learning Community Resources (TPC); Project Learning through Engineering Design and Prime the Pipeline Project (ITEST); Ask-a-Biologist (NSDL); SMALLab (CISE & IGERT); Central Arizona-Phoenix Long-Term Ecological Research (CAP LTER); and MARS (NASA). The I-3 Modeling Institute focuses on the integrative theme of critical educational junctures at the middle grades level. The result of this I-3 effort is intended to be the production of 200 middle grades teachers with STEM endorsements through a program of study that integrates modeling as the core construct; development of ten STEM sustainability-themed master's level courses; persistence of these STEM teachers as professionals through the establishment of Scientific Villages (professional learning communities); STEM-net (a Phoenix area STEM teacher professional development network) and Ask-A-Scientist resources (a web-based portal for on-demand learning); and College For Kids (a summer camp for middle school students and practicum for nascent STEM middle grades teachers).The I-3 Modeling Institute draws upon ASU's seminal work in modeling and employs it as the integrative construct, connecting mathematics and scientific content through meaningful activity. The I-3 Modeling Institute's theory of action emanates from research studies that show the capacity to create models of scientific phenomena and to test those models is dependent on the development of mathematical ways of thinking about the phenomena, including the ability to make sense of patterns in data. Moreover, studies of student learning demonstrate that context is critical for coming to understand mathematical concepts and skills. This project incorporates cutting-edge research-based instructional and assessment methods, centered on Modeling Instruction in a sustainability context.Innovative aspects of the I-3 Modeling Institute include: recruiting and preparing a large number of in-service elementary teachers to become middle grades STEM teachers; infusing the modeling construct into a master's level STEM education program; integrating sustainability science as a problem-solving context in the science and mathematics courses; and coordinating across STEM departments, resulting in powerful linkages to research scientists as part of the STEM education learning community. The I-3 Modeling Institute supports the career trajectory of elementary school teachers towards a disciplinary specialization that enables them to enrich the educational experiences of middle school students. The I-3 Modeling Institute focuses on improving the learning of middle grades students, themselves. Research indicates that middle school is where interest in mathematics and science begins to wane, along with test scores and STEM career aspirations. I-3 Modeling Institute graduates are equipped with a toolbox of knowledge and skills to engage students in dynamic mathematics and science learning.The I-3 Modeling Institute, developed in partnership with two of the fastest growing school districts in Arizona, leverages the most successful aspects of each of the programs to be integrated in order to generate an enduring STEM certification and professional development program for elementary school teachers to become middle school science and mathematics teachers in urban Phoenix and rural Maricopa county schools. Ultimately, the partnership upon which this program rests is the nucleus for a vibrant STEM education community supporting ongoing professional development and collaborations among university researchers and secondary STEM educators.
亚利桑那州立大学(ASU)通过机构整合(I-3)创新:建模研究所整合了其最成功的NSF赞助的STEM教师教育计划的努力,以及更多:建模物理(许多NSF计划);项目途径(MSP);专业学习社区资源(TPC);通过工程设计和启动管道项目(ITEST)进行项目学习;问生物学家(NSDL); SMALLab(CISE& IGERT);亚利桑那州中部-凤凰城长期生态研究(CAP LTER);和MARS(NASA)。 I-3建模研究所专注于中年级关键教育时刻的综合主题。 这一I-3努力的结果是打算通过一项将建模作为核心结构的研究计划,培养200名获得STEM认可的中年级教师;开发10门以STEM可持续发展为主题的硕士课程;通过建立科学村,使这些STEM教师成为专业人员(专业学习社区); STEM网络(凤凰城地区STEM教师专业发展网络)和Ask-A-Scientist资源(网上按需学习门户);关于College For Kids(一个为中学生举办的夏令营和一个为新生的STEM中学教师举办的实习)。3建模研究所借鉴了ASU在建模方面的开创性工作,并将其作为一个综合性的结构,通过有意义的活动将数学和科学内容联系起来。 I-3建模研究所的行动理论源自研究,这些研究表明创建科学现象模型并测试这些模型的能力取决于思考现象的数学方式的发展,包括理解模式的能力数据。 此外,对学生学习的研究表明,背景对于理解数学概念和技能至关重要。 该项目结合了前沿的基于研究的教学和评估方法,以可持续发展背景下的建模教学为中心。I-3建模研究所的创新方面包括:招聘和培养大量在职小学教师成为中等年级STEM教师;将建模结构注入硕士水平的STEM教育计划;将可持续发展科学作为科学和数学课程中解决问题的背景;并在STEM部门之间进行协调,从而与研究科学家建立强大的联系,作为STEM教育学习社区的一部分。 I-3建模研究所支持小学教师的职业轨迹走向学科专业化,使他们能够丰富中学生的教育经验。 I-3建模研究所专注于改善中年级学生本身的学习。 研究表明,中学是对数学和科学的兴趣开始减弱的地方,沿着的还有考试成绩和STEM职业抱负。 I-3建模学院的毕业生配备了知识和技能的工具箱,让学生参与动态数学和科学学习。I-3建模学院与亚利桑那州发展最快的两个学区合作开发,利用每个计划中最成功的方面进行整合,以产生持久的STEM认证和小学专业发展计划教师成为凤凰城城市和农村Marvila县学校的中学科学和数学教师。 最终,该计划所依赖的伙伴关系是一个充满活力的STEM教育社区的核心,支持大学研究人员和中学STEM教育工作者之间的持续专业发展和合作。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Robert Page其他文献
An Electronically Delivered, Patient-activation Tool for Intensification of Chronic Medications for Heart Failure with Reduced Ejection Fraction: The Epic-hf Trial
- DOI:
10.1016/j.cardfail.2020.09.203 - 发表时间:
2020-10-01 - 期刊:
- 影响因子:
- 作者:
Grace Venechuk;Prateeti Khazanie;Robert Page;Christopher Knoepke;Laura Helmkamp;Pamela Peterson;Kenneth Pierce;Jocelyn Thompson;Janice Huang;James Strader;Tristan Dow;Lance Richards;Katy Trinkley;David Kao;Colleen McIlvennan;David Magid;Daniel Matlock;Peter Buttrick;Larry Allen - 通讯作者:
Larry Allen
Cognitive and behavioral development up to 4 years after early right frontal lobe lesion.
早期右额叶损伤后 4 年内的认知和行为发育。
- DOI:
- 发表时间:
1999 - 期刊:
- 影响因子:0
- 作者:
P. Eslinger;Kathleen R. Biddle;B. Pennington;Robert Page - 通讯作者:
Robert Page
Self-medication with Novel Psychoactive Substances (NPS): a Systematic Review
- DOI:
10.1007/s11469-023-01195-8 - 发表时间:
2023-11-28 - 期刊:
- 影响因子:2.500
- 作者:
Tayler J. Holborn;Robert Page;Fabrizio Schifano;Paolo Deluca - 通讯作者:
Paolo Deluca
Identification of Tyre and Plastic Waste from Combined Copernicus Sentinel-1 and -2 Data
根据 Copernicus Sentinel-1 和 -2 组合数据识别轮胎和塑料废物
- DOI:
- 发表时间:
2020 - 期刊:
- 影响因子:5
- 作者:
Robert Page;S. Lavender;D. Thomas;K. Berry;S. Stevens;Mohammed Haq;E. Udugbezi;Gillian Fowler;J. Best;Iain Brockie - 通讯作者:
Iain Brockie
The Current Landscape of Training, Practice, and Roles of Pharmacists in the Field of Heart Failure
- DOI:
10.1016/j.jchf.2025.102551 - 发表时间:
2025-08-01 - 期刊:
- 影响因子:11.800
- 作者:
Mona Fiuzat;Bassam Atallah;Robert Page;Orly Vardeny - 通讯作者:
Orly Vardeny
Robert Page的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
{{ truncateString('Robert Page', 18)}}的其他基金
A flexible open-access wire bonder for the ISOLDE Solenoidal Spectrometer upgrade project
用于 ISOLDE 电磁光谱仪升级项目的灵活开放式焊线机
- 批准号:
ST/W005670/1 - 财政年份:2021
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
Nuclear Physics Consolidated Grant 2020
2020年核物理综合补助金
- 批准号:
ST/V001027/1 - 财政年份:2021
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
Nuclear Physics Grants Panel Capital Equipment October 2018
核物理资助小组资本设备 2018 年 10 月
- 批准号:
ST/S005749/1 - 财政年份:2019
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
Nuclear Physics Consolidated Grant
核物理综合拨款
- 批准号:
ST/P004598/1 - 财政年份:2017
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
Solenoidal Magnet for ISOL-SRS
ISOL-SRS 电磁铁
- 批准号:
ST/N002563/1 - 财政年份:2015
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
ISOL-SRS: ISOL Beam Storage Ring Spectrometer
ISOL-SRS:ISOL 光束储存环光谱仪
- 批准号:
ST/M00161X/1 - 财政年份:2015
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
Exploring the limits of nuclear existence for heavy proton-rich nuclei
探索重质子核的核存在极限
- 批准号:
ST/G008671/1 - 财政年份:2009
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
Decay Spectroscopy of Exotic Nuclei at FAIR
FAIR 中奇异核的衰变光谱
- 批准号:
EP/E004385/1 - 财政年份:2007
- 资助金额:
$ 124.5万 - 项目类别:
Research Grant
The Genetic Architecture of Honey Bee Sucrose Response Thresholds
蜜蜂蔗糖反应阈值的遗传结构
- 批准号:
0090482 - 财政年份:2001
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
相似国自然基金
基于Flow-through流场的双离子嵌入型电容去离子及其动力学调控研究
- 批准号:52009057
- 批准年份:2020
- 资助金额:24.0 万元
- 项目类别:青年科学基金项目
相似海外基金
Collaborative Research: Evaluating Access: How a Multi-Institutional Network Promotes Equity and Cultural Change through Expanding Student Voice
合作研究:评估访问:多机构网络如何通过扩大学生的声音来促进公平和文化变革
- 批准号:
2309310 - 财政年份:2024
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
Collaborative Research: Evaluating Access: How a Multi-Institutional Network Promotes Equity and Cultural Change through Expanding Student Voice
合作研究:评估访问:多机构网络如何通过扩大学生的声音来促进公平和文化变革
- 批准号:
2309308 - 财政年份:2024
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
Collaborative Research: Evaluating Access: How a Multi-Institutional Network Promotes Equity and Cultural Change through Expanding Student Voice
合作研究:评估访问:多机构网络如何通过扩大学生的声音来促进公平和文化变革
- 批准号:
2309309 - 财政年份:2024
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
Collaborative Research: Evaluating Access: How a Multi-Institutional Network Promotes Equity and Cultural Change through Expanding Student Voice
合作研究:评估访问:多机构网络如何通过扩大学生的声音来促进公平和文化变革
- 批准号:
2309311 - 财政年份:2024
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
Building Institutional Capacity to Support STEM Scholars Through Pedagogy of Real Talk
通过真实对话教学法建设机构能力以支持 STEM 学者
- 批准号:
2325760 - 财政年份:2024
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
Collaborative Research: Evaluating Access: How a Multi-Institutional Network Promotes Equity and Cultural Change through Expanding Student Voice
合作研究:评估访问:多机构网络如何通过扩大学生的声音来促进公平和文化变革
- 批准号:
2309307 - 财政年份:2024
- 资助金额:
$ 124.5万 - 项目类别:
Continuing Grant
Empowering Undergraduate Engineers Towards Inclusive Institutional Change Through Research and Organizing
通过研究和组织,赋予本科工程师实现包容性制度变革的能力
- 批准号:
2318338 - 财政年份:2023
- 资助金额:
$ 124.5万 - 项目类别:
Standard Grant
ADVANCE IT: University of Utah Institutional Change Studios—Systemic Institutional Change Through Problem Driven Iterative Adaptation
ADVANCE IT:犹他大学制度变革工作室——通过问题驱动的迭代适应进行系统性制度变革
- 批准号:
2319989 - 财政年份:2023
- 资助金额:
$ 124.5万 - 项目类别:
Cooperative Agreement
Increasing the Effectiveness of Justice, Equity, Diversity, and Inclusion-Focused Institutional Change Teams through a Community of Transformation
通过转型社区提高以正义、公平、多元化和包容性为重点的制度变革团队的有效性
- 批准号:
2236374 - 财政年份:2023
- 资助金额:
$ 124.5万 - 项目类别:
Standard Grant
EVALUATION: Improving institutional diversity in professional society participation through virtual and hybrid conferencing
评估:通过虚拟和混合会议提高专业协会参与的机构多样性
- 批准号:
2233694 - 财政年份:2023
- 资助金额:
$ 124.5万 - 项目类别:
Standard Grant