Spanning Boundaries: A Statewide Network to Support Science Teacher Leaders to Implement Science Standards

跨越边界：支持科学教师领导实施科学标准的全州网络

• 批准号: 1907460
• 负责人: Julie Yu
• 金额: $ 261.54万
• 依托单位: Exploratorium
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907460&HistoricalAwards=false
• 关键词: Spanning; Boundaries; Statewide; Network; Support

Current priorities in school science education include building strong professional learning communities that foster ongoing professional growth among teachers, teacher leaders, and school administrators. This project responds to these priorities by developing and testing a two-year professional development model for secondary school science teacher leaders that will help them support their colleagues in implementing the Next Generation Science Standards (NGSS). The new model for professional learning combines three key elements: 1) Focusing on teacher leaders who can interpret, translate, and incorporate new approaches and resources into local contexts, 2) Engaging the expertise of informal science education specialists who are well versed in teacher professional learning and experiential approaches to learning, and 3) Establishing a statewide network of peers who can share experiences beyond individual school and district contexts. By developing a geographically-distributed network of support for science teacher leaders, the project is poised to create more equitable access to high quality professional learning opportunities for teachers as well as provide much needed support to the disproportionate number of novice teachers in schools with high populations of historically underrepresented students in science. This early stage design and development project is guided by two research questions: 1) How do teacher leaders utilize structures, practices, and tools within an informal science institution-based network to interpret, filter, and translate available resources into professional learning supports for localized implementation of phenomena-based instruction? And 2) How do the professional learning supports developed by teacher leaders become more aligned with best practices for professional development (e.g., active learning, sustained, coherent, collaborative, and content-based) and incorporate aspects of informal learning (e.g., choice and experiential learning) throughout their participation in an ISI-based network? The project will engage two cohorts of 25 middle and high school science teacher leaders in overlapping two-year, one-week summer institutes, and a minimum of 12 online meetings during the academic years. The 30-hour summer institutes will be designed to address the multiple roles of teacher leaders as learners, classroom teachers, and teacher professional development providers. To sustain professional development across the academic year, monthly two-hour online meetings will be used to nurture the community of practice. Some sessions will focus on leadership and topics related to the NGSS, and other sessions will focus on deepening science content knowledge. The sources of data to be used in addressing the research questions include: 1) Video recordings, field notes of observations, and artifacts of professional development meetings, 2) Interviews with teacher leaders, and 3) Journal entries and artifacts from professional development sessions implemented by teacher leaders. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

目前学校科学教育的优先事项包括建立强大的专业学习社区，促进教师、教师领导和学校管理人员的持续专业成长。该项目通过开发和测试中学科学教师领导者的两年专业发展模式来应对这些优先事项，这将帮助他们支持他们的同事实施下一代科学标准（NGSS）。新的专业学习模式结合了三个关键要素：1）关注能够解释，翻译和将新方法和资源融入当地环境的教师领导者，2）利用精通教师专业学习和经验学习方法的非正式科学教育专家的专业知识，3）建立一个全州范围的同龄人网络，他们可以分享超越个别学校和地区背景的经验。通过开发一个支持科学教师领导者的地理分布网络，该项目准备为教师创造更公平的高质量专业学习机会，并为历史上科学学生人数不足的学校中不成比例的新手教师提供急需的支持。这个早期的设计和开发项目是由两个研究问题：1）教师领导者如何利用结构，实践和工具，在一个非正式的科学机构为基础的网络解释，过滤，并将现有的资源转化为专业的学习支持本地化实施的现象为基础的教学？2）教师领导者开发的专业学习支持如何与专业发展的最佳实践更加一致（例如，主动学习，持续的，连贯的，协作的，基于内容的），并纳入非正式学习的各个方面（例如，选择和体验式学习）在整个参与基于国际统计信息系统的网络？该项目将吸引两批25名初中和高中科学教师领导人参加为期两年，为期一周的暑期研究所，并在学年期间至少举行12次在线会议。30小时的暑期学院将旨在解决教师领导者作为学习者，课堂教师和教师专业发展提供者的多重角色。为了在整个学年保持专业发展，每月两小时的在线会议将用于培养实践社区。一些会议将侧重于领导力和与NGSS相关的主题，其他会议将侧重于深化科学内容知识。用于解决研究问题的数据来源包括：1）视频记录，观察的现场记录和专业发展会议的工件，2）与教师领导的访谈，和3）期刊条目和工件从专业发展会议由教师领导实施。 探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Exploring phenomena that connect science, self, and society

探索连接科学、自我和社会的现象

• 发表时间: 2023
• 期刊: Connected science learning
• 作者: Yu, Julie H.;Michelle L. Phillips
• 通讯作者: Michelle L. Phillips

Identifying the Roles of Science Teacher Leaders in Practice

确定科学教师领导者在实践中的角色

• DOI: 10.1080/1046560x.2023.2182017
• 发表时间: 2023
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Heredia, Sara C.;Phillips, Michelle;Stallings, Sarah;Worsley, Ti’Era;Yu, Julie H.;Allen, Carrie D.
• 通讯作者: Allen, Carrie D.

Supporting a museum-based network of science teacher leaders

支持基于博物馆的科学教师领导网络

• 发表时间: 2022
• 期刊: Connected science learning
• 作者: Heredia, Sara C.;Phillips, Michelle;Yu, Julie H.
• 通讯作者: Yu, Julie H.