INTEGRATED ENVIRONMENTAL HEALTH MIDDLE SCHOOL PROJECT

综合环境健康中学项目是一项 K-12外展专家和研究人员在 华盛顿大学NIEHS生态遗传学和环境研究中心 健康与新墨西哥大学NIEHS环境健康科学 发展研究中心。这个项目建立在申请者的基础上 前七年NIEHS支持的课程开发和教师 培训经历。中心假设是， 建议的IEHMS项目将增加学生对 环境健康科学以及整体业绩的改善 学术成就，较高水平的思考和解决问题的能力， 行为和态度。这个项目的七年目标是培训 6到8年级的教育工作者利用研究人员的现有，以及 新开发的材料，用于计划、实施和评估使用 环境健康科学作为学习的综合背景(EHSIC)。 一个主要的具体目标将是组建一个科学家工作组， 教师和社区领导人修改和评估项目的效果 将Greenskate作为一种多学科的综合学习工具。项目 Greenskate是申请者的原型，基于网络的跨学科学生- 以问题为中心的学习练习是与以前的 NIEHS支持。第二个主要的具体目标将是创建健康和 环境活动研究工具(心脏)。这一教学发展 该工具将指导教师识别、计划、实施和评估自己的 通过向EHSIC项目提供大纲、核对表、概念和 课程资源。第三个主要具体目标将是发展， 使用心脏工具评估和修改六个模型EHSIC模块。所有IEHMS 教材将在一年一度的研讨会期间分发给教师。这 研讨会将基于NIEHS支持的环境健康 自那以后，华盛顿大学每年都举办教育者研讨会 1996年。研讨会将包括环境健康科学讲座。 NIEHS中心教职员工研究人员的主题，科学家和 监管机构，以及关于使用所有项目材料的实践培训。 研讨会将在华盛顿州和新墨西哥州举行。合作伙伴 华盛顿的学区包括西北大学的两个学区 华盛顿：穆克尔特奥(13585名学生，其中3019名是中学学生) 和芬代尔(5209名学生，其中1196名是中学生)。合作伙伴 新墨西哥州的学区和学校包括Pojaoque学区(150 教师；1,980名K-12学生：70%是西班牙裔，15%是印第安人，15%是盎格鲁人)， 西班牙学区(5,000名学生)和印度西南部 理工学院(每年80名学生；100%美洲原住民)。他们会 提供独一无二的机会，与主要是美洲原住民和 拉美裔学生群体。考虑到这一点，所有的材料都将 适应文化适宜性，并据此进行评估。多重 将使用评估工具来确定该项目的影响，包括 常模参照的标准化测试结果，特别开发的调查，以及 定性数据。项目对教师专业技能的影响，自我 此外，还将评估员工的药效感知和工作满意度。所有的 项目成果和材料将在全国范围内出版和/或传播 并将在最后一年举办培训员培训研讨会，以进一步 促进将开发的模型分发到世界各地的其他站点 国家。

The Integrated Environmental Health Middle School (IEHMS) Project is a collaboration between K-12 outreach experts and research faculty at the University of Washington's NIEHS Center for Ecogenetics and Environmental Health and the University of New Mexico's NIEHS Environmental Health Sciences Developmental Research Center. This project builds upon the applicants' previous seven years of NIEHS-supported curriculum development and teacher training experiences. The central hypothesis is that implementation of the proposed IEHMS Project will result in increased student understanding of the environmental health sciences as well as improved performance in overall academic achievement, higher-level thinking and problem-solving skills, behavior, and attitudes. The seven-year goal of this project is to train educators in grades 6 through 8 to use the investigators' existing, as well as newly developed, materials to plan, implement, and assess projects that use Environmental Health Sciences as an Integrating Context (EHSIC) for learning. A major specific aim will be to assemble a working group of scientists, teachers, and community leaders to modify and assess the efficacy of Project Greenskate as a multi-disciplinary, integrative learning tool. Project Greenskate is the applicants' prototype, web-based, interdisciplinary Student- Centered, Problem-Based Learning exercise that was developed with previous NIEHS support. A second major specific aim will be to create the Health and Environment Activities Research Tool (HEART). This instructional development tool will guide teachers to identify, plan, implement, and assess their own EHSIC projects by providing them with outlines, checklists, concepts, and curriculum resources. A third major specific aim will be to develop, evaluate, and revise six model EHSIC modules using the HEART tools. All IEHMS materials will be distributed to teachers during an annual workshop. This workshop will be based on the NIEHS-supported Environmental Health for Educators workshop offered every year at the University of Washington since 1996. The workshop will include lectures on environmental health sciences topics by NIEHS Center faculty researchers, presentations by scientists and regulators, and hands-on training on the use of all project materials. Workshops will take place both in Washington State and New Mexico. Partner school districts in Washington include two school districts from northwestern Washington: Mukilteo (13,585 students, of which 3,019 are in Middle School) and Ferndale (5,209 students, of which 1,196 are in Middle School). Partner districts and schools in New Mexico include the Pojaoque School District (150 teachers; 1,980 K-12 students: 70% Hispanic, 15% Native American, 15% Anglo), the Espanola School District (5,000 students), and Southwestern Indian Polytechnic Institute (80 students/yr; 100% Native American). They will provide the unique opportunity to work with predominantly Native American and Hispanic student populations. With this consideration, all materials will be adapted for cultural appropriateness and assessed accordingly. Multiple assessment tools will be employed to determine the project's impact, including norm-referenced standardized test results, specially developed surveys, and qualitative data. Project impact on teachers' professional skills, self- efficacy perceptions, and job satisfaction will also be evaluated. All the project results and materials will be published and/or disseminated nationally and a Train-the-Trainer seminar will be conducted in the final year to further facilitate distribution of the developed model to other sites around the nation.