STEM Achievement in Baltimore Elementary Schools (SABES)

巴尔的摩小学的 STEM 成就 (SABES)

• 批准号: 1237992
• 负责人: Michael Falk
• 金额: $ 741.46万
• 依托单位: Johns Hopkins University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1237992&HistoricalAwards=false
• 关键词: STEM; Achievement; Baltimore; Elementary; Schools

STEM Achievement in Baltimore Elementary Schools (SABES), a Partnership between core partners Johns Hopkins University (JHU) and Baltimore City Public Schools (BCPS), works within neighborhoods to build a Community Enterprise for STEM Learning. Supporting Partners include the Greater Homewood Community Corporation, Park Heights Renaissance, Southeast Community Development Corporation, Greektown Community Development Corporation, Education Based Latino Outreach, Child First Authority, Baltimore National Aquarium, and the Maryland Science Center. SABES is a unique approach to STEM education that builds expertise and excitement for STEM learning within target communities by engaging BCPS teachers and students in grades 3-5, caregivers, community-based organizations, afterschool program providers, faculty and students from JHU, members of Baltimore's high-tech businesses, and local museums. SABES not only directly engages approximately forty STEM teachers and more than 1,620 grade 3-5 students at nine elementary schools in three high-minority, low-income, Baltimore neighborhoods, but it extends far into the wider community, drawing on the expertise of higher education faculty at JHU, museums and STEM business leaders. In the process, SABES prepares afterschool STEM project facilitators in each neighborhood, creating a community-wide culture of STEM learning relevant to the lives of its participants in ways that engage caregivers to sustain student curiosity outside of the classroom. A fundamental premise that undergirds SABES' work is that the integration of science into the learner's world, as opposed to bringing students into the world of scientists, has great potential to enable deep learning, self-efficacy and student agency. Grounded in this perspective, SABES establishes Mutually Beneficial Partnerships (MBPs) in three low-income, majority-minority communities and employs three main strategies to obtain its goals of broad participation in science, increased student achievement in STEM, and increased teacher proficiency. These strategies are: (1) sustained/collaborative professional development including professional learning communities, (2) scaffolds that bridge school learning with applications of STEM in the community including biannual community STEM Recognition Events featuring students' STEM projects, and (3) STEM visiting experts from JHU and high-tech industries as well as field trips linked to careers in action.The SABES research agenda pursues the following questions: 1. If the impact evaluation shows that some intended outcomes are affected in desired directions by SABES, but others not, what theory-building or holistic understandings of educational improvement efforts and mechanisms can emerge from these findings? 2. What aspects of the proposed intervention are most effective for creating a sustainable STEM community where previously there exists little expertise or organized activity outside the school? 3. How does effectiveness vary between neighborhoods or schools that differ in student composition (e.g., race/ethnicity, and English language proficiency), neighborhood resources and infrastructure, and other aspects of school organization (e.g., other high-priority initiatives in a school that might compete with SABES for staff attention, stability of principal or teacher incumbency)? The research design employs the application of a multi-level, ecological perspective which will result in important findings related to developing science literacy in a community, engagement of formal and informal settings and structures as assets for developing teaching and learning in science, and examining the impacts on achievement, particularly related to closing the achievement gap among students of different ethnicities, language proficiencies and income levels.

巴尔的摩小学 STEM 成就 (SABES) 是核心合作伙伴约翰·霍普金斯大学 (JHU) 和巴尔的摩市公立学校 (BCPS) 之间的合作伙伴关系，致力于在社区内建立 STEM 学习社区企业。 支持合作伙伴包括Greater Homewood Community Corporation、Park Heights Renaissance、Southeast Community Development Corporation、Greektown Community Development Corporation、Education Based Latino Outreach、Child First Authority、巴尔的摩国家水族馆和马里兰科学中心。 SABES 是一种独特的 STEM 教育方法，通过让 BCPS 3-5 年级教师和学生、看护者、社区组织、课外项目提供者、JHU 教职员工和学生、巴尔的摩高科技企业成员和当地博物馆参与进来，在目标社区内培养 STEM 学习的专业知识和兴趣。 SABES 不仅直接吸引了巴尔的摩三个高少数族裔、低收入社区的九所小学的约 40 名 STEM 教师和 1,620 多名 3-5 年级学生，而且还利用 JHU 高等教育教师、博物馆和 STEM 商业领袖的专业知识，深入到更广泛的社区。在此过程中，SABES 为每个社区准备了课后 STEM 项目协调员，创建了一种与参与者生活相关的全社区 STEM 学习文化，让看护者能够在课堂外维持学生的好奇心。 支撑 SABES 工作的一个基本前提是，将科学融入学习者的世界，而不是将学生带入科学家的世界，具有促进深度学习、自我效能和学生能动性的巨大潜力。 基于这一观点，SABES 在三个低收入、少数族裔占多数的社区建立了互惠互利伙伴关系 (MBP)，并采用三项主要战略来实现其广泛参与科学、提高学生在 STEM 方面的成绩和提高教师熟练程度的目标。 这些策略是：(1) 持续/协作的专业发展，包括专业学习社区；(2) 将学校学习与 STEM 在社区中的应用联系起来的支架，包括每两年一次的社区 STEM 表彰活动，以学生的 STEM 项目为特色；(3) 来自 JHU 和高科技行业的 STEM 访问专家以及与实际职业相关的实地考察。 SABES 研究议程追求以下问题： 1. 如果影响评估表明某些预期 结果受到 SABES 的影响，但其他方面则不然，从这些发现中可以得出哪些关于教育改进工作和机制的理论构建或整体理解？ 2. 拟议干预措施的哪些方面对于创建可持续的 STEM 社区最为有效，而此前学校外几乎没有专业知识或有组织的活动？ 3. 在学生构成（例如，种族/族裔和英语水平）、社区资源和基础设施以及学校组织的其他方面（例如，学校中可能与 SABES 竞争员工注意力、校长或教师在职稳定性的其他高优先级举措）方面存在差异的社区或学校之间，效果有何不同？ 研究设计采用多层次、生态视角，将产生与发展社区科学素养、参与正式和非正式环境和结构作为发展科学教学和学习的资产、以及审查对成就的影响有关的重要发现，特别是与缩小不同种族、语言能力和收入水平的学生之间的成就差距有关。