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（SABES）的STEM成就，核心合作伙伴约翰·霍普金斯大学（JHU）与巴尔的摩市公立学校（BCPS）之间的合作伙伴关系，在社区内工作，为STEM学习建立社区企业。 支持合作伙伴包括大霍姆伍德社区公司，帕克高地文艺复兴时期，东南社区发展公司，希腊镇社区发展公司，基于教育的拉丁裔外展，儿童第一权威，巴尔的摩国家水族馆和马里兰州科学中心。 SABES是一种独特的STEM教育方法，它通过吸引BCPS教师和3 - 5年级的学生在目标社区中建立专业知识和兴奋，这是Baltimore的高级技术企业和当地博物馆的成员，从而使BCPS教师和学生参与3 - 5年级的学生，护理人员，基于社区的组织，课后课程提供者，教职员工和学生。 Sabes不仅在九所高级，低收入，巴尔的摩社区的九所小学上直接与大约40名STEM老师和1,620级3-5年级的学生参与，但它延伸到更广泛的社区，借鉴了Jhu，Jhu，Museums and Museums and Museums和STEM商业领袖的高等教育教师的专业知识。在此过程中，Sabes为每个社区的课后STEM项目的促进者做好了准备，从而创造了一种与参与者生活相关的社区范围的STEM学习文化，以吸引护理人员来维持课堂外的学生好奇心。 支持Sabes的工作的基本前提是，与将学生带入科学家世界相反，科学融入了学习者的世界，具有使深度学习，自我效能和学生代理的巨大潜力。 基于这个观点，SABES在三个低收入，多数少数社区中建立了互惠互利的伙伴关系（MBP），并采用三种主要策略来获得广泛参与科学的目标，提高学生在STEM中的成就，并提高教师能力。 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结局在期望的方向上受到了SAB的影响，而其他人则没有，从这些发现中出现了对教育改进工作和机制的理论建设或整体理解？ 2。拟议的干预措施的哪些方面对于创建一个可持续的STEM社区最有效，而以前在学校外面几乎没有专业知识或有组织的活动？ 3。在学生组成不同（例如种族/民族和英语语言水平），邻里资源和基础设施以及学校组织的其他方面（例如，在学校中其他高优势计划的其他高优势计划）的社区或学校之间的有效性如何有所不同。 该研究设计采用了多层次的生态学观点的应用，这将导致与社区中发展科学素养有关的重要发现，正式和非正式环境和结构与发展科学的教学和学习的资产，并检查与成就的影响，并尤其与闭幕于不同族裔学生之间的成就差距有关，尤其是与不同的族裔学生之间的成就差异有关。