STEM Achievement in Baltimore Elementary Schools (SABES)

巴尔的摩小学的 STEM 成就 (SABES)

基本信息

  • 批准号:
    1237992
  • 负责人:
  • 金额:
    $ 741.46万
  • 依托单位:
  • 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

项目摘要

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。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ monograph.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ sciAawards.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ conferencePapers.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ patent.updateTime }}

Michael Falk其他文献

New characterizations of multivariate Max-domain of attraction and D-Norms
多元最大吸引力域和 D 范数的新表征
  • DOI:
    10.1007/s10687-021-00416-4
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    1.3
  • 作者:
    Michael Falk;T. Fuller
  • 通讯作者:
    T. Fuller
Unlocking the Strengthening Potential of Magnesium Alloys Using Deformation-Induced Clustering and Precipitation
利用变形诱导聚集和沉淀释放镁合金的强化潜力
  • DOI:
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Suhas Eswarappa Prameela;Taisuke Sasaki;Peng Yi;Michael Falk;Kazuhiro Hono;Timothy P. Weihs
  • 通讯作者:
    Timothy P. Weihs
The Min-characteristic Function: Characterizing Distributions by Their Min-linear Projections
LAN of extreme order statistics
Making Connections: Network Analysis, the Bildungsroman and the World of The Absentee
建立联系:网络分析、成长小说和缺席者的世界

Michael Falk的其他文献

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

{{ truncateString('Michael Falk', 18)}}的其他基金

Collaborative Research: DMREF: Simulation-Informed Models for Amorphous Metal Additive Manufacturing
合作研究:DMREF:非晶金属增材制造的仿真模型
  • 批准号:
    2323718
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Excess Vacancy Enabled Transformations in Light Metal Alloys
过剩的空位促进了轻金属合金的转变
  • 批准号:
    2320355
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Continuing Grant
Baltimore Online Algebra for High School Students in Technology
巴尔的摩技术高中生在线代数
  • 批准号:
    2005790
  • 财政年份:
    2020
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Collaborative Research: Multiscale Modeling of Amorphous Solids - Energy Landscapes to Failure Prediction
合作研究:非晶固体的多尺度建模 - 能源景观到故障预测
  • 批准号:
    1910066
  • 财政年份:
    2019
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Continuing Grant
Collaborative Research: Connecting Atomistic and Continuum Amorphous Solid Mechanics via Non-equilibrium Thermodynamics
合作研究:通过非平衡热力学连接原子和连续非晶固体力学
  • 批准号:
    1408685
  • 财政年份:
    2014
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Research Initiation Grant: Integrating Computation into the Materials Science and Engineering Core
研究启动资助:将计算融入材料科学与工程核心
  • 批准号:
    1137006
  • 财政年份:
    2011
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Collaborative Research: CDI-Type I: Meta-Codes for Computational Kinetics
合作研究:CDI-Type I:计算动力学元代码
  • 批准号:
    1027765
  • 财政年份:
    2010
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Theory and Simulation of the Transition from Amorphous to Nanocrystalline Mechanical Response
非晶态到纳米晶态机械响应转变的理论与模拟
  • 批准号:
    0808704
  • 财政年份:
    2009
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Continuing Grant
Extended Time Scale Simulation Studies of Nanoscale Friction
纳米级摩擦的延长时间尺度模拟研究
  • 批准号:
    0926111
  • 财政年份:
    2009
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Fundamental Simulation Studies of Mixing at Sliding Interfaces
滑动界面混合的基础模拟研究
  • 批准号:
    0510163
  • 财政年份:
    2005
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant

相似海外基金

Collaborative Research: Using Adaptive Lessons to Enhance Motivation, Cognitive Engagement, And Achievement Through Equitable Classroom Preparation
协作研究:通过公平的课堂准备,利用适应性课程来增强动机、认知参与和成就
  • 批准号:
    2335802
  • 财政年份:
    2024
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Collaborative Research: Using Adaptive Lessons to Enhance Motivation, Cognitive Engagement, And Achievement Through Equitable Classroom Preparation
协作研究:通过公平的课堂准备,利用适应性课程来增强动机、认知参与和成就
  • 批准号:
    2335801
  • 财政年份:
    2024
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
A Longitudinal Study of the Relationship between Participation in a Comprehensive Exercise Program and Academic Achievement
参加综合锻炼计划与学业成绩之间关系的纵向研究
  • 批准号:
    24K14615
  • 财政年份:
    2024
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
Collaborative Research: Characterizing Best Practices of Instructors who Have Narrowed Performance Gaps in Undergraduate Student Achievement in Introductory STEM Courses
合作研究:缩小本科生 STEM 入门课程成绩差距的讲师的最佳实践
  • 批准号:
    2420369
  • 财政年份:
    2024
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Collaborative Research: Using Adaptive Lessons to Enhance Motivation, Cognitive Engagement, And Achievement Through Equitable Classroom Preparation
协作研究:通过公平的课堂准备,利用适应性课程来增强动机、认知参与和成就
  • 批准号:
    2335800
  • 财政年份:
    2024
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
WTG: Diffusion of Research on Supporting Mathematics Achievement for Youth with Disabilities through Twitter Translational Visual Abstracts
WTG:通过 Twitter 翻译视觉摘要传播支持残疾青少年数学成就的研究
  • 批准号:
    2244734
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
The Impact of Emotional Experiences of Pride on Long-Term Goal Achievement Behaviors in Elite Athletes
骄傲的情感体验对优秀运动员长期目标实现行为的影响
  • 批准号:
    23K16740
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Grant-in-Aid for Early-Career Scientists
Meta-Analysis of the Instructional-Relational Model of Student Engagement and Math Achievement: A Moderation and Mediation Approach
学生参与度和数学成绩的教学关系模型的元分析:一种调节和中介方法
  • 批准号:
    2300738
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Standard Grant
Improving maths achievement in children with speech, language, and communication needs through 'collaborative vocabulary teaching'
通过“协作词汇教学”提高有言语、语言和交流需求的儿童的数学成绩
  • 批准号:
    2890475
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Studentship
HSI Institutional Transformation Project: Retention and Achievement for Introductory STEM English Learners (RAISE)
HSI 机构转型项目:STEM 英语入门学习者的保留和成就 (RAISE)
  • 批准号:
    2225178
  • 财政年份:
    2023
  • 资助金额:
    $ 741.46万
  • 项目类别:
    Continuing Grant
{{ showInfoDetail.title }}

作者:{{ showInfoDetail.author }}

知道了