Expanding STEM to INCLUDE the Bottom Quartile of the Nation's K-12 Graders Through the Teaching and Learning of Mathematics

通过数学教学,扩大 STEM 范围,将全国 K-12 年级排名垫底的四分之一学生纳入其中

基本信息

  • 批准号:
    1649342
  • 负责人:
  • 金额:
    $ 29.93万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2016
  • 资助国家:
    美国
  • 起止时间:
    2016-11-01 至 2018-10-31
  • 项目状态:
    已结题

项目摘要

This is an "Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science" (INCLUDES) Design and Development Launch Pilot that will implement a plan to assess the feasibility of a strategy designed to ensure high levels of improvement in K-12 grade students' mathematics achievement. The plan will focus on an often-neglected group of students--those who have been performing at the lowest quartile on state tests of mathematics, including African American, Hispanic, Native American, students with disabilities, and those segregated in urban and rural communities across the country. The project will draw on lessons learned from the nation's Civil Rights Movement and a community-organizing strategy learned during the struggle to achieve voting rights for African Americans. The Algebra Project (AP) is a national, nonprofit organization that uses mathematics as an organizing tool to ensure quality public school education for every child in America; it believes that every child has a right to a quality education to succeed in this technology-based society. AP's unique approach to school reform intentionally develops sustainable, student-centered models by building coalitions of stakeholders within the local communities, particularly the historically underserved populations. The AP works to change the deeply rooted social attitudes that encourage the disenfranchisement of a third of the nation's population. It delivers a multi-pronged approach to build demand for and support of quality public schools, including research and development, school development, and community development education reform efforts through K-12 initiatives. The Algebra Project and the Young People's Project (YPP) will join efforts to bring together over 70 individuals and organizations, including 17 universities of which 8 are Historical Black Colleges and Universities, school districts, mathematics educators, and researchers to examine their experiences, and use collective learning to refine and hone strategies that they have piloted and tested to promote mathematics inclusion. The role of YPP in the proposed project will be to organize and facilitate the youth component, such that project activities reflect the language and culture of students, continuously leveraging and building upon their voice, creative input, and ongoing feedback. YPP will conduct workshops for students organized around math-based games that provide collective experiences in which student learning requires individual reflection, small group work, teamwork and discussion. The proposed work will comprise the design of effective learning opportunities; building and supporting a cadre of teachers who can effectively work with students learning under the proposed approach; using technologies to enhance teaching and learning; and utilizing evaluation and research to drive continuous improvement. Because bringing together an effective network with diverse expertise to collaborate towards national impact requires expert facilitation processes, the project will establish working groups around three major principles: (1) Organizing from the bottom up through students, their teachers, and others in local communities committed to their education, allied with individuals and organizations who have expertise and dedication for achieving the stated goals, can produce significant progress and the conditions for collective impact; (2) Effective learning materials and formal and informal learning opportunities in mathematics can be designed and implemented for students performing in the bottom academic quartile; and (3) Teachers and other educators can become more proficient and more confident in their capacity to produce students who are successful in learning the level of mathematics required for full participation in STEM. The working groups will also be tasked to consider two cross-cutting topics: (a) the communication structures and technologies needed to operate and expand the present network, and to create the "backbone" and other structures needed to operate and expand the network; and (b) the measurements and metrics for major needs, such as assessing students' mathematics literacy, socio-emotional development in specified areas; teachers' competencies; as well as the work of the network. The final product of this plan will be a "Theory of Collective Action and Strategic Plan". The plan will contain recommendations for collective actions needed in order for the current network to coordinate, add appropriate partners, develop the needed backbone structures, and become an NSF Alliance for national impact on the broadening participation challenge of improving the mathematics achievement. An external evaluator will conduct both formative and summative aspects of this process.
这是一项“在全国范围内纳入工程和科学领域未被充分代表的发现者的学习社区”(包括)设计和开发启动试点,将实施一项计划,以评估旨在确保K-12年级学生数学成绩高水平提高的战略的可行性。该计划将关注一群经常被忽视的学生--那些在州数学考试中表现最差的学生,包括非裔美国人、西班牙裔、美洲原住民、残疾学生以及全国各地城市和农村社区的隔离学生。该项目将借鉴从美国民权运动中吸取的经验教训,以及在争取非裔美国人投票权的斗争中学到的社区组织战略。代数项目(AP)是一个全国性的非营利性组织,以数学为组织工具,确保美国每个孩子都能在公立学校接受高质量的教育;它相信,每个孩子都有权接受高质量的教育,以在这个以技术为基础的社会中取得成功。美联社独特的学校改革方法有意通过在当地社区内建立利益相关者联盟,特别是历史上服务不足的人群,来发展可持续的、以学生为中心的模式。美联社致力于改变根深蒂固的社会态度,这种态度鼓励全国三分之一的人口被剥夺选举权。它提供了一个多管齐下的方法,以建立对优质公立学校的需求和支持,包括研究和发展,学校发展,以及通过K-12倡议的社区发展教育改革努力。代数项目和年轻人项目(YPP)将共同努力,将70多个个人和组织聚集在一起,包括17所大学,其中8所是历史黑人学院和大学、学区、数学教育工作者和研究人员,以审查他们的经验,并利用集体学习来完善和磨练他们已经试行和测试的促进数学包容性的策略。YPP在拟议项目中的作用将是组织和促进青年部分,使项目活动反映学生的语言和文化,不断利用和加强他们的声音、创造性投入和持续反馈。YPP将围绕基于数学的游戏为学生组织研讨会,提供集体体验,在这些游戏中,学生的学习需要个人反思、小组合作、团队合作和讨论。拟议的工作将包括设计有效的学习机会;建立和支持一支能够有效配合学生在拟议方法下学习的教师队伍;利用技术加强教与学;利用评估和研究推动持续改进。由于将具有不同专业知识的有效网络聚集在一起以合作实现国家影响需要专家的促进过程,该项目将围绕三个主要原则建立工作组:(1)自下而上地组织,通过学生、他们的老师和当地社区中致力于他们的教育的其他人,与具有专业知识和献身于实现所述目标的个人和组织结盟,能够产生重大进展和集体影响的条件;(2)可以为表现在学术四分位数最低的学生设计和实施有效的数学学习材料和正式和非正式的学习机会;(3)教师和其他教育工作者可以变得更加熟练和更有信心,有能力培养出成功地学习充分参与STEM所需的数学水平的学生。工作组还将负责审议两个跨领域专题:(A)运行和扩大现有网络所需的通信结构和技术,以及建立运行和扩大网络所需的“骨干”和其他结构;(B)主要需要的衡量标准和衡量标准,例如评估学生的数学素养、在特定领域的社会情感发展;教师的能力;以及网络的工作。这一计划的最终产品将是一份《集体行动理论和战略计划》。该计划将建议采取必要的集体行动,使现有的网络能够协调、增加适当的合作伙伴、发展所需的骨干结构,并成为国家科学基金会联盟,以应对提高数学成绩这一日益扩大的参与挑战。一名外部评估员将指导这一进程的形成和总结两个方面。

项目成果

期刊论文数量(0)
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会议论文数量(0)
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Robert Moses其他文献

Effectiveness and acceptability of a text message intervention (DTEXT) on diabetes control and self-management for people with type 2 diabetes: A randomized controlled trial.
短信干预 (DTEXT) 对 2 型糖尿病患者糖尿病控制和自我管理的有效性和可接受性:一项随机对照试验。
  • DOI:
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Karen Waller;S. Furber;A. Bauman;M. Allman;P. Dolder;A. Hayes;Franca Facci;Lisa Franco;Alison Webb;Robert Moses;Rebecca Cook;J. Gugusheff;K. Owen;S. Colagiuri
  • 通讯作者:
    S. Colagiuri
When Theory Met Practice
当理论遇到实践
  • DOI:
    10.4324/9781315277318-3
  • 发表时间:
    2017
  • 期刊:
  • 影响因子:
    0
  • 作者:
    C. Hanny;Joyce M. Duckles;Jeremy Smith;Robert Moses;Joel Gallegos Greenwich
  • 通讯作者:
    Joel Gallegos Greenwich
Effectiveness and acceptability of a text message intervention (DTEXT) on HbA1c and self-management for people with type 2 diabetes. A randomized controlled trial.
短信干预 (DTEXT) 对 HbA1c 和 2 型糖尿病患者自我管理的有效性和可接受性。
  • DOI:
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    3.5
  • 作者:
    Karen Waller;S. Furber;A. Bauman;M. Allman;P. van den Dolder;A. Hayes;Franca Facci;Lisa Franco;Alison Webb;Robert Moses;Rebecca Cook;J. Gugusheff;K. Owen;S. Colagiuri
  • 通讯作者:
    S. Colagiuri
Chylothorax and Sternal Destruction Secondary to Lymphangioma (Gorham's Syndrome
  • DOI:
    10.1378/chest.124.4_meetingabstracts.289s
  • 发表时间:
    2003-01-01
  • 期刊:
  • 影响因子:
  • 作者:
    Eduardo Velez;Robert Moses;Paul K. Deranien;Bartolome Celli;Frank Chong;Anneliese Gonzalez;Naim Aoun
  • 通讯作者:
    Naim Aoun
Digital Signal Processing: Theory and Applications
  • DOI:
  • 发表时间:
    1989-05
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Robert Moses
  • 通讯作者:
    Robert Moses

Robert Moses的其他文献

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{{ truncateString('Robert Moses', 18)}}的其他基金

DCL: NSF INCLUDES: Supporting a Collective Impact Approach from the Bottom Up
DCL:NSF 包括:支持自下而上的集体影响方法
  • 批准号:
    1650533
  • 财政年份:
    2016
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Standard Grant
R&D: The Development of Student Cohorts for the Enhancement of Mathematical Literacy in Under Served Populations
  • 批准号:
    0822175
  • 财政年份:
    2008
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Continuing Grant
Foundation for Mathematical Literacy: High School Materials Based on Mathematically-rich Experiences, Professional Development and Community Involvement for Underserved Populations
数学素养基础:基于丰富数学经验、专业发展和服务不足人群社区参与的高中教材
  • 批准号:
    0628132
  • 财政年份:
    2006
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Continuing Grant
Tracking Katrina: Algebra Project Instructional Materials Development Using Stories by Displaced New Orleans Students
追踪卡特里娜飓风:使用流离失所的新奥尔良学生的故事开发代数项目教学材料
  • 批准号:
    0600793
  • 财政年份:
    2006
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Standard Grant
Raising the Floor: The Development of Selected Experientially Based Mathematics Instructional Modules for Previously Under-Served Target Populations
提高水平:为以前服务不足的目标人群开发选定的基于经验的数学教学模块
  • 批准号:
    0137855
  • 财政年份:
    2002
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Continuing Grant
Middle School Intervention to Prepare all Students for Algebra
中学干预为所有学生准备代数
  • 批准号:
    9630116
  • 财政年份:
    1997
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Continuing Grant
The Algebra Project in Mississippi: Evaluation and Implementation Activities
密西西比州的代数项目:评估和实施活动
  • 批准号:
    9450258
  • 财政年份:
    1994
  • 资助金额:
    $ 29.93万
  • 项目类别:
    Standard Grant

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