Early Childhood Education in the Context of Mathematics, Science, and Literacy

数学、科学和识字背景下的幼儿教育

• 批准号: 1020118
• 负责人: Julie Sarama
• 金额: $ 286.42万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020118&HistoricalAwards=false
• 关键词: Early; Childhood; Education; Context; Mathematics

The Mathematics, Science, and Literacy (MSL) curriculum project is using empirically-tested mathematics and science programs and research-based approaches to develop a six module interdisciplinary curriculum for pre-K students. Mathematics and science content is included with literacy/language and social-emotional development. The curriculum is being designed to counter the frequent situation of devoting most pre-school instructional time to literacy by having activities that join literacy with mathematics and science. The project is housed at the University of Buffalo, but also has sites at Rutgers University New Brunswick and Michigan State University. A detailed process, a curriculum development framework that has been used to develop prior curriculum materials is being used for developing the MSL curriculum. The design of the materials is giving strong attention to being viable for at-risk students. The MSL materials are research-based and incorporate learning trajectories developed from prior work. The materials are being developed in the first two years of the project and piloted by a four teachers at each of the three sites. In the third year of the four year project, the materials will be piloted by four different teachers at each of the three sites. Formative evaluation data are being used to revise the materials. Pretests and posttests in each of the three content areas are being used to measure improved learning. An external evaluator is verifying the analyses of data and that valid conclusions are being made. The development effort includes attending to the professional development needs of teachers who will be using the six module pre-K curriculum and teachers who will have students who have completed the curriculum. The main deliverable will be the research-based six module curriculum for pre-K mathematics, science, and literacy. In addition, a detailed formative evaluation of the curriculum's creation and implementation is being produced along with a detailed description and evaluation of the curriculum model used. A publisher has indicated interest in publishing the materials and is interacting with the developers throughout the process. There is a potential that the interdisciplinary curriculum will be widely used. The curriculum is being designed using the most current learning trajectories with the expectations that these will particularly helpful for at risk students.

数学、科学和读写能力 (MSL) 课程项目正在使用经过实证检验的数学和科学项目以及基于研究的方法，为学前班学生开发六模块跨学科课程。数学和科学内容包含在识字/语言和社交情感发展中。该课程旨在通过开展将识字与数学和科学结合起来的活动，来应对将大部分学前教学时间用于识字的常见情况。该项目位于布法罗大学，但也在罗格斯大学新不伦瑞克分校和密歇根州立大学设有站点。用于开发先前课程材料的详细流程和课程开发框架正在用于开发 MSL 课程。材料的设计非常注重对高危学生的可行性。 MSL 材料以研究为基础，并结合了之前工作中开发的学习轨迹。这些材料是在项目的前两年开发的，并由三个地点的四名教师进行试点。在四年项目的第三年，这些材料将由三个地点的四名不同教师进行试点。形成性评估数据用于修订材料。三个内容领域中的每一个领域的前测试和后测试都用于衡量学习的改进情况。外部评估员正在验证数据分析并得出有效的结论。开发工作包括满足将使用六个模块学前课程的教师和将有完成课程的学生的教师的专业发展需求。主要交付成果将是基于研究的学前数学、科学和读写能力的六个模块课程。此外，正在对课程的创建和实施进行详细的形成性评估，并对所使用的课程模型进行详细的描述和评估。出版商已表示有兴趣出版这些材料，并在整个过程中与开发人员进行互动。跨学科课程有被广泛应用的潜力。该课程是根据最新的学习轨迹设计的，期望这些对高危学生特别有帮助。