The Urban Mathematics and Science Teacher Collaborative

城市数学和科学教师合作组织

• 批准号: 1439880
• 负责人: Barbara Brizuela
• 金额: $ 179.91万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439880&HistoricalAwards=false
• 关键词: Urban; Mathematics; Science; Teacher; Collaborative

The growing population of English Language Learners (ELLs) in US schools calls for greater attention to preparing mathematics and science teachers to teach students from linguistically diverse backgrounds. The Tufts Urban Mathematics and Science Teacher Collaborative, a Robert Noyce Teacher Scholarship Teaching Fellow/Master Teaching Fellow Phase II project, is a collaboration among three Arts & Sciences departments at Tufts University (Education, Mathematics, and Physics & Astronomy), two public schools in the local Malden Public Schools District (Linden STEAM Academy, focusing on grades 1-8, and Malden High School, focusing on grades 9-12), and a local non-profit organization, the Cheche Konnen Center at TERC, which will provide professional development around learning and teaching Mathematics and Science with students from linguistically diverse backgrounds. The proposal builds on successes and lessons learned during a Phase I project at Tufts. The focus on language diversity is especially relevant given that 65 different language groups are represented in the Malden Schools student body. The Tufts University Urban Mathematics and Science Teacher Collaborative will prepare 8 new Mathematics and Science Teaching Fellows (TFs), and contribute to the development of 4 Master Teaching Fellows (MTFs) over 5 years. It builds on more than 15 years of experience in the preparation of teachers for work in urban schools through the Urban Teacher Training Collaborative (UTTC) in which pre-service teachers work in their assigned schools full-time for a full academic year under the guidance of mentor teachers and university professors. The Collaborative will include grades 1-12 in district-wide conversations about STEM teaching; incorporate more explicit use of video case studies of teaching and learning as tools to reflect on student thinking; tightly integrate Virtual Learning Communities where Phase I and II TFs/MTFs can collaborate; and focus on language practices and equity as ways of understanding students' sense-making in STEM. The Collaborative will bring together the expertise of faculty in the Mathematics, Physics & Astronomy, and Education departments in Arts & Sciences, to provide an enriching and nurturing context in which teachers can deepen and broaden their understanding of Mathematics and Science content, as well as how to teach Mathematics and Science. Concurrently, the investigators will seek to identify and better characterize the conditions under which the teaching fellows and master teaching fellows are able to deepen their own understanding of science and mathematics and to translate that deeper understanding into effective teaching.The Tufts University Urban Mathematics and Science Teacher Collaborative model offers a research-based model for introducing a deeper approach to Mathematics and Science education in a school district that serves a student population from a wide range of language groups. The courses, course materials, examples of effective teaching, and teacher discussion forums will be built as free, open-source, cross-platform modules that universities and schools can use and modify. The project will disseminate the video case studies of student thinking in Science and Mathematics and of reflective practice that the TFs and MTFs develop to form a collection of exemplars shared through a project-designed secure website that can be used by teachers, teacher educators, and researchers for professional development purposes. The research team will use online surveys, classroom observations, and analysis of Common Core State Standards Initiative assessments to follow the Phase I and Phase II Teaching Fellows and Master Teaching Fellows so as to document the impact of project participation on their teaching and on student learning.

美国学校中英语学习者（ELLs）人数的不断增长要求更多地关注数学和科学教师的培养，以教授来自不同语言背景的学生。 塔夫茨城市数学和科学教师合作，罗伯特诺伊斯教师奖学金教学研究员/硕士教学研究员第二阶段项目，是&塔夫茨大学三个艺术科学部门（教育，数学和物理&天文学），当地马尔登公立学校区的两所公立学校之间的合作。（林登蒸汽学院，专注于1-8年级，马尔登高中，专注于9-12年级），和当地的非营利组织，TERC的AlfreheKonnen中心将为来自不同语言背景的学生提供围绕数学和科学学习和教学的专业发展。 该提案建立在塔夫茨第一阶段项目的成功经验和教训的基础上。对语言多样性的关注尤其重要，因为65个不同的语言群体在莫尔登学校的学生团体中有代表性。塔夫茨大学城市数学和科学教师协作将准备8个新的数学和科学教学研究员（TF），并有助于4个硕士教学研究员（MTF）的发展超过5年。它建立在15年以上的经验，通过城市教师培训合作（UTTC），其中职前教师在导师教师和大学教授的指导下，在其分配的学校全职工作一个完整的学年教师在城市学校工作的准备。 协作将包括1-12年级在全区范围内的对话关于干教学;纳入更明确地使用教学和学习的视频案例研究作为工具，以反映学生的思维;紧密整合虚拟学习社区，第一阶段和第二阶段TF/MTF可以合作;并专注于语言实践和公平作为理解学生在干的意义的方式。 该合作将汇集教师的专业知识在数学，物理天文学和教育部门在艺术科学，提供一个丰富和培育的背景下，教师可以加深和扩大他们对数学和科学内容的理解，以及如何教数学和科学。与此同时，研究人员将寻求确定和更好地描述教学研究员和硕士教学研究员能够加深自己对科学和数学的理解并将更深层次的理解转化为有效教学的条件。塔夫茨大学城市数学和科学教师合作模式提供了一个研究-在一个为来自各种语言群体的学生提供服务的学区中，引入更深入的数学和科学教育方法的基于模型。课程、教材、有效教学范例和教师论坛将作为免费、开源、跨平台的模块构建，大学和学校可以使用和修改。该项目将传播关于学生在科学和数学方面的思维以及反思实践的视频案例研究，这些案例研究由技术工作组和技术工作组开发，通过项目设计的安全网站共享，供教师、教师教育工作者和研究人员用于专业发展目的。研究团队将使用在线调查，课堂观察和对共同核心国家标准倡议评估的分析来跟踪第一阶段和第二阶段的教学研究员和硕士教学研究员，以记录项目参与对其教学和学生学习的影响。