I-Corps: Scaling the Peer Enabled Restructure Classroom (PERC) Program

I-Corps：扩大同侪支持重组课堂 (PERC) 计划

• 批准号: 1505255
• 负责人: Leslie Keiler
• 金额: $ 5万
• 依托单位: CUNY York College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-02-01 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1505255&HistoricalAwards=false
• 关键词: Corps; Scaling; Peer; Enabled; Restructure

Urban students, especially those living in poverty who come from minority groups, continue to perform far below their more affluent, suburban, white peers in these areas vital to personal and community 21st century success. However, while high school graduation remains a concern in cities such as New York and across the United States, the gap between high school graduation and college readiness has become a national educational priority. Every year, thousands of students in the United States enroll in college without the skills needed to succeed academically and in need of remediation that is costly in time and money, both for the students themselves and the community at large. The proposed program developed by this team seeks to address the high school to college gap by targeting schools with low rates of college readiness and developing a STEM-learning and college-going culture in the school community. The proposed "Peer Enabled Restructured Classroom" (PERC) Program improves secondary school STEM teaching and learning while dramatically increasing college readiness for middle performing urban high school students. The PERC Program is an instructional model that is proven to change the trajectory of urban youth--mostly minority students living in poverty--from barely graduating from high school to being prepared for college success. This program was developed with the understanding that STEM courses, with ever increasing standards for mastery, remain as gateways for high school achievement.The PERC Program is founded on the principle of learning through teaching and leadership and is designed to build a cadre of peer leaders in schools who work along with the teachers to address the needs of peers in STEM classes. Through the PERC model, teachers and peer leaders form an instructional team and work daily to meet the needs of high school students. In this transformative program, peer leaders, called Teaching Assistant Scholars, or TAS, are themselves students who have not yet met the college-ready benchmarks and are often overlooked as potential school or academic leaders. Through the act of teaching and leadership, TAS grow into the role of leaders and scholars and emerge from high school college-ready and confident in STEM. Through the act of developing strong TAS, STEM teachers become more reflective about their practice and use TAS feedback to improve instruction. With the support of their peers, high school students become more confident and capable in STEM. Critical components of the PERC Program support the work of the PERC teachers and TAS. A strong professional development program introduces the teachers to their new classroom roles and identities, sustains their growth as managers of instructional teams, and develops the skills they need to teach and mentor the TAS. The TAS Pipeline-to-College begins with the TAS Class, which focuses on learning to teach, learning to learn, STEM content, and knowledge about college. The pipeline then offers TAS advanced courses and a bridge to college program extending into freshman year. A highly successful summer institute acts as a teacher professional development laboratory, offers internship opportunities to TAS, enables TAS to take courses to advance college readiness or earn college credits, and provides additional STEM learning opportunities for struggling students. The proposed project will take the PERC Program from an NSF-funded research project to a commercially viable program available to school districts across New York State and the country.

城市学生，特别是那些来自少数民族的贫困学生，在这些对个人和社区世纪成功至关重要的领域的表现继续远远低于他们更富裕的郊区白色同龄人。然而，尽管高中毕业仍然是纽约等城市和美国各地的一个问题，但高中毕业和大学准备之间的差距已成为国家教育的优先事项。每年，美国有成千上万的学生在没有获得学业成功所需的技能的情况下进入大学，并且需要花费时间和金钱的补救，无论是对学生自己还是整个社区来说。 该团队开发的拟议计划旨在通过针对大学准备率低的学校，并在学校社区中发展STEM学习和大学文化，来解决高中到大学的差距。拟议中的“同侪启用重组课堂”（PERC）计划改善了中学STEM教学和学习，同时大大提高了中等成绩城市高中学生的大学准备。PERC计划是一种教学模式，被证明可以改变城市青年的轨迹-主要是生活在贫困中的少数民族学生-从高中勉强毕业到为大学成功做好准备。该计划的开发与理解，STEM课程，随着不断提高的标准掌握，仍然是高中成绩的门户。PERC计划是建立在通过教学和领导学习的原则，旨在建立一个同行领导干部在学校谁的工作沿着与教师，以解决STEM类同行的需求。通过PERC模式，教师和同龄人领导人组成一个教学团队，每天工作，以满足高中学生的需求。在这个变革性的计划中，同侪领导者，称为教学助理学者，或TAS，本身就是尚未达到大学准备基准的学生，并且经常被忽视为潜在的学校或学术领导者。通过教学和领导行为，TAS成长为领导者和学者的角色，并从高中大学准备和自信的STEM中脱颖而出。通过开发强大的TAS，STEM教师对他们的实践变得更加反思，并使用TAS反馈来改善教学。在同龄人的支持下，高中生在STEM方面变得更加自信和有能力。PERC计划的关键组成部分支持PERC教师和TAS的工作。一个强大的专业发展计划向教师介绍他们新的课堂角色和身份，维持他们作为教学团队管理者的成长，并发展他们教授和指导TAS所需的技能。TAS管道到大学开始与TAS类，它侧重于学习教，学习学习，干的内容，和有关大学的知识。然后，管道提供TAS高级课程和延伸到大一的大学课程的桥梁。一个非常成功的暑期学院充当教师专业发展实验室，为TAS提供实习机会，使TAS能够参加课程以提高大学准备或获得大学学分，并为苦苦挣扎的学生提供额外的STEM学习机会。拟议的项目将使PERC计划从NSF资助的研究项目转变为可供纽约州和全国学区使用的商业上可行的计划。