Scale up of math and science K-12 education reform in a large urban district

伊利诺伊大学芝加哥分校的探索性提案建立在芝加哥数学和科学倡议（CMSI）的主要成就以及以前NSF/教育系统改革资助的项目的基础上。其总体目标是促进城市学区和教育研究人员的能力，在有效的规划，实施，扩大，适应，文件和评估数学和科学教育的系统改革的合作。具体而言，该建议旨在（1）产生新的知识，（a）有助于当前对大城市地区系统改革数学和科学教育所涉及的机制的理解，（B）为关键利益攸关方之间的有效沟通和合作制定一个模式，（c）弥合数学和科学教育改革中的实践/研究鸿沟;（2）分享和交流对从事政策和实践的人具有相关性和实用性的研究结果，如教育规划者、管理者、教育研究者和评估者;（3）利用从事数学和科学教育实践、政策和研究的人之间的未来合作和交流。为了实现这些目标和目的，该提案将进行一项多层面的研究，该研究利用了一系列高质量，定量和定性的纵向经验数据，这些数据记录了芝加哥公立学校五年来从设计，规划和初步实施阶段改革K-12 STEM教育的努力，通过扩大和适应（例如，从地区政策层面到课堂教材的实施）。拟议的研究基于对STEM系统改革至关重要的问题的四维模型：（1）改革层次和系统方法（地区、学校、教师和学生），（2）扩大规模（深度、传播和所有权），（3）跨时间的维护（背景、灵活性和可持续性），以及（4）与挑战和支持不断变化的实践有关的交叉问题（责任/控制，参与/激励，学习/感觉，关系/信任，分配/公平）。涉及这些结构的纵向数据清单是：（1）系统及地区层面（工作人员和教学领导访谈和焦点小组），（2）学校一级（纵向深入个案研究、课程实施研究、校长访谈）;（3）教师层面（调查和课堂观察），和（4）学生水平（课堂观察，教学实践日志，和地区学生成绩记录）。数据分析将着眼于改革的影响和扩大创新规模的过程。

The University of Illinois at Chicago exploratory proposal builds on major accomplishments of the Chicago Math and Science Initiative (CMSI), and on a previously NSF/Educational System Reform-funded project. Its overarching goal is to contribute to the capacity of urban school districts and educational researchers to work collaboratively in the effective planning, implementation, scale-up, adaptation, documentation, and evaluation of systemic reform in mathematics and science education. Specifically, the proposal aims at (1) producing new knowledge that (a) contributes to current understanding of the mechanisms involved in reforming mathematics and science education systematically in the context of a large urban district, (b) elaborates a model for effective communicating and collaboration among key stakeholders, and (c) bridges the practice/research divide in mathematics and science educational reform; (2) sharing and communication findings that have relevance and utility to those engaged with policy and practice, such as educational planners, administrators, educational researchers, and evaluators; and (3) leveraging future collaborations and communication among those engaged in practice, policy, and research on mathematics and science education. In order to accomplish these goals and objectives, the proposal will conduct a multidimensional study that draws on a body of high-quality, quantitative and qualitative longitudinal empirical data documenting systemic reform efforts over five years of the Chicago Public Schools' efforts to reform K-12 STEM education from the stages of design, planning, and initial implementation through scale-up and adaptation (e.g., from district policy level to implementation of curricular materials in classrooms).The proposed research is based on a four-dimensional model of issues critical to STEM systemic reform: (1) levels of reform and systems approach (district, school, teachers, and students), (2) scaling-up (depth, spread, and ownership), (3) maintenance across time (context, flexibility, and sustainability), and (4) cross-cutting issues related to challenges and supports for changing practices (accountability/controls, participation/motivation, learning/sense making, relations/trust, and allocation/equity). Longitudinal data inventories addressing these constructs are: (1) system and district level (staff and instructional leader interviews and focus groups), (2) school level (longitudinal in-depth case studies, studies of curricula implementation, principals' interviews), (3) teacher level (surveys and classroom observations), and (4) student level (classroom observations, logs of instructional practice, and district student achievement records). Data analysis will look at both impact of the reform and processes by which innovations are brought to scale.