Modeling for Fidelity: Mentored Dissemination of a Novel Curriculum about Infecti

保真度建模：关于感染的新课程的指导传播

• 批准号: 8413917
• 负责人: KARINA F MEIRI
• 金额: $ 18.8万
• 依托单位: TUFTS UNIVERSITY BOSTON
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-15 至 2018-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8413917
• 关键词: Active Learning; Address; Advertising; Anti-Infective Agents; Behavior; Belief; Biology; Boston; Caring; Case Study; Cessation of life; Child; Collaborations; Communicable Diseases; Communities; Complex; Development; Education; Educational Curriculum; Educational process of instructing; Evolution; Face; Fostering; Future; Goals; Health; Home environment; Human; Infection; Infectious Diseases Research; K-12 Education; Knowledge; Learning; Life Style; Literature; Medical Students; Mentors; Methods; Microbe; Microbial Antibiotic Resistance; Modeling; Participant; Problem Solving; Protocols documentation; Quality of life; Research; Resources; Schedule; Schools; Science; Scientific Advances and Accomplishments; Scientist; Services; Societies; Structure; Students; System; Teacher Professional Development; Thinking; Time; Translating; United States National Academy of Sciences; United States National Institutes of Health; base; behavior change; burden of illness; case-based; college; design; doctoral student; experience; flexibility; high school; improved; innovation; literacy; literate; medical schools; meetings; model development; mortality; novel; pathogen; peer; programs; public health relevance; response; science education; segregation; skills; socioeconomics; symposium; teacher; twelfth grade; virtual

DESCRIPTION (provided by applicant): The infectious disease (ID) burden has doubled in the US since its all-time low in 1980, in large part because of changes in human behavior. As a consequence, how ID will impact us in the future critically depends on how successful we will be in educating a literate citizenry able to make lifestyle choices that limit the impact of infection Despite this, ID rarely focuses in the high school classroom, in part because few teachers have been exposed to the topic, but also because the structure of teacher professional development conspires to segregate teachers from ID content experts, most of whom are in medical schools. To address this need we partnered with teachers to produce a comprehensive curriculum designed to engage high school students in the impact of ID on global society. Successful implementation of novel curricula requires intensive teacher support. In response we developed a professional development model in which near-peer content expert mentors and master teachers collaborate to model how to effectively teach complex concepts. In this way teachers learn strategies to confidently implement new material. We call this approach "Modeling for fidelity". Here we propose to leverage this model and our ID curriculum as graduate-level courses that will disseminate the materials nationally, both face-to-face and online. The curriculum addresses the most recent national science education standards in biology and in literacy using an innovative framework focused on five core questions about ID - Why should I care about ID?; What does it mean to have an ID?; How does a microbe become a pathogen?; How do pathogens make us sick? How do I get better? It uses Socratic and Case- based approaches that foster active learning together with interactive activities and extended literacy components. It is specifically designed to bring inquiry based learning to schools with few resources or scheduling that precludes extensive hands-on experience. It is also flexible enough to incorporate any existing activities that further our learning objectives. Critically our graduat courses will also teach teachers skills to identify, locate and evaluate the reliable resources the need to remain current and keep the curriculum dynamic, as well as strategies to effectively adapt the curriculum for their specific classroom needs. Teacher participants in the courses will receive intensive support to pilot the curriculum in the classroom with diverse students. Gains in content knowledge and fidelity of implementation will be rigorously evaluated and best practices for dissemination established. The face-to-face graduate courses will prepare approximately 120 teachers from across the US, while the virtual learning platform will capture material from these courses and disseminate it freely on line. Crucially the virtual learning platform will also involve a direct mentoring component. Together they have the potential to reach significant numbers of teachers and students each year. Our approach meets the need for high-quality, integrated curricula designed for 21st Century learners while helping students build the deep understanding needed to make informed choices about their health.

描述（由申请人提供）：美国的传染病（ID）负担自1980年历史最低水平以来翻了一番，这在很大程度上是由于人类行为的变化。因此，ID在未来将如何影响我们，关键取决于我们在教育有文化的公民能够做出限制感染影响的生活方式选择方面的成功程度 尽管如此，ID很少关注高中课堂，部分原因是很少有教师接触到这个话题，但也因为教师专业发展的结构将教师与ID内容专家隔离开来，其中大多数人都在医学院。为了满足这一需求，我们与教师合作，制定了一个全面的课程，旨在让高中学生参与ID对全球社会的影响。新课程的成功实施需要教师的大力支持。作为回应，我们开发了一种专业发展模式，其中近同行的内容专家导师和大师级教师合作，以模拟如何有效地教授复杂的概念。通过这种方式，教师学习策略，自信地实施新材料。我们称这种方法为“建模保真度”。在这里，我们建议利用这种模式和我们的ID课程作为研究生课程，将在全国范围内传播材料，包括面对面和在线。该课程涉及生物学和识字方面的最新国家科学教育标准，采用创新框架，重点关注有关ID的五个核心问题-我为什么要关心ID？有身份证是什么意思？微生物是怎样变成病原体的？病原体是如何让我们生病的？我怎么才能好起来？它使用苏格拉底式和基于案例的方法，促进积极学习，互动活动和扩展识字组件。它是专门设计的，使基于探究的学习，以学校很少的资源或时间安排，排除了广泛的实践经验。它也足够灵活，可以纳入任何现有的活动，以促进我们的学习目标。至关重要的是，我们的研究生课程还将教授教师识别，定位和评估可靠资源的技能， 需要保持最新和保持课程动态，以及有效调整课程以满足其具体课堂需求的战略。参加课程的教师将得到大力支持，以便在课堂上与不同的学生一起试点课程。将严格评估在内容知识和执行忠实度方面的收获，并确定传播的最佳做法。面对面的研究生课程将为来自美国各地的大约120名教师做好准备，而虚拟学习平台将从这些课程中获取材料，并在网上免费传播。至关重要的是，虚拟学习平台还将包括一个直接指导部分。它们每年都有可能接触到大量的教师和学生。我们的方法满足了为21世纪世纪学习者设计的高质量综合课程的需求，同时帮助学生建立对他们的健康做出明智选择所需的深刻理解。