GSE/EXT: Peer Alliance for Gender Equity (PAGE)

明尼苏达科学博物馆（SMM）提议开展一项推广服务项目“性别平等同伴联盟（PAGE）推广服务”，该项目将建立科学、技术、工程和数学（STEM）领域的地区教育领导者的能力，以便在基于研究的、性别敏感的教学课堂实践中为K-12 STEM教师提供专业发展（PD）。这些K-12学区领导将在美国中西部地区担任推广服务代理（esa），以实施一项统一的改革计划，该计划将理论、研究成果和实践结合起来，重点关注STEM教育中的性别平等。每个ESA将在12个月的时间里通过PAGE研究所、Colloquia、虚拟学习网络（VLN）和研讨会参加80小时的PD。PAGE的研究、方法和策略组合将在整个项目中使用。PAGE扩展服务的目标是(1)准备以地区为基础的K-12 PD领导者，通过让他们参与提供相关理论，教学实践和信仰体系的连贯基础的暑期研究所，为STEM教育中的性别平等提供esa（称为PAGE组合）；(2)通过座谈会和持续的咨询，发展esa在其为K-12教师提供的PD服务中适应、整合和完善PAGE Portfolio模块的能力；(3)通过在研究人员、专家项目团队、esa和教师实践者之间建立反馈循环，促进教育研究者对教师在理论实践中遇到的挑战和成功的认识。智力优势：PAGE将创建一种新的扩展服务模式，结合PD文献中的最佳实践，在种族，文化和阶级的复杂公平问题背景下处理性别平等，并且对K-12地区领导人的需求和务实问题高度敏感，他们很少得到专门为其职位设计的密集专业发展。经过实地测试的PAGE组合围绕四个主要主题进行组织：(1)公平和访问，重点关注课堂互动模式和管道问题；(2)课程与教育学，侧重于性别敏感的教育学和课程；(3)重建STEM的性质和文化，重点关注这些学科的认识论，以及科学知识生产背后的价值观和信仰与男性相关的方式；(4)认同，关注STEM课堂中学生的认同形成与学习之间的关系。更广泛的影响：在五年的时间里，PAGE将涉及125个esa的努力，每个esa每年至少为50名STEM教育工作者提供专业发展。PAGE最终将影响的从业者社区包括爱荷华州、明尼苏达州、北达科他州、南达科他州和威斯康星州公立学校的18750名K-12 STEM教师。PAGE将通过在性别平等、STEM教育、PD、研究和评估方面拥有广泛专业知识的教育工作者社区，汇集将研究转化为行动的战略。通过PAGE建立的个人和项目的能力将通过强化PD、虚拟和面对面咨询以及对模块实施的物质支持的结合来维持。创建一个对地方、州和地区背景以及复杂的身份问题作出反应的区域模式，将传播给全国STEM教育界和性别平等研究人员。

The Science Museum of Minnesota (SMM) proposes to develop an extension service project, "Peer Alliance for Gender Equity (PAGE) Extension Service," that will build the capacity of district education leaders in Science, Technology, Engineering, and Mathematics (STEM) to provide professional development (PD) to K-12 STEM teachers in research-based, gender-sensitive pedagogical classroom practices. These K-12 district leaders will serve as Extension Service Agents (ESAs) in the Upper Midwestern United States to implement a unified program of change focused on gender equity in STEM education that integrates theory, research findings, and practice. Each ESA will participate in 80 hours of PD through a PAGE Institute, Colloquia, a Virtual Learning Network (VLN), and Symposium over a 12-month period. The PAGE Portfolio of research, methods, and strategies will be used throughout the program. The goals of the PAGE Extension Service are to (1) prepare district-based, K-12 PD leaders to serve as ESAs for gender equity in STEM education by engaging them in summer institutes that provide a coherent foundation in related theory, pedagogical practices, and belief systems (referred to as the PAGE Portfolio); (2) develop ESAs' ability to adapt, incorporate, and refine PAGE Portfolio modules within their own PD services for K-12 teachers through colloquia and on-going consultation; and (3) promote educational researcher awareness of the challenges and successes that teachers encounter as they ground their practice in theory by creating feedback loops among researchers, the Expert Project Team, ESAs, and teacher practitioners.Intellectual Merit: PAGE will create a new model of extension services incorporating best practices from the PD literature that approaches gender equity in the context of complex equity issues of race, culture, and class, and is highly sensitive to the needs and pragmatic concerns of K-12 district leaderships who rarely are offered intensive professional development specifically designed for their positions. The field-tested PAGE Portfolio is organized around four major themes: (1) Equity and Access, focusing on classroom interaction patterns and pipeline issues; (2) Curriculum and Pedagogy, focusing on gender sensitive pedagogy and curriculum; (3) Reconstructing the Nature and Culture of STEM, focusing on the epistemology of these disciplines and the ways in which the values and beliefs behind scientific knowledge production have been associated with the masculine; and (4) Identity, focusing on the relationship between students' identity formation and learning in STEM classrooms. Broader Impact: Over five years, PAGE will involve the efforts of 125 ESAs, each of whom provide professional development to a minimum of 50 STEM educators per year. The Practitioner Community upon whom PAGE will ultimately have an impact includes 18,750 K-12 STEM teachers in public schools in Iowa, Minnesota, North Dakota, South Dakota, and Wisconsin. PAGE will bring together strategies that translate research into action through the PAGE community of educators who have extensive aggregate expertise in gender equity, STEM education, PD, research, and evaluation. The capacity built in individuals and programs through PAGE will be sustained through the combination of intensive PD, the virtual and face-to-face consultation, and material support for implementation of modules. The creation of a regional model that is responsive to local, state, and regional contexts and to the complex issues of identity will be disseminated to the national STEM education community and gender equity researchers.