Evaluation of the Impact of a Sustained Scientist-in-the-Classroom Program

描述（由申请人提供）：该项目涉及广泛的挑战领域（12）：科学，技术，工程和数学教育（STEM），和具体的挑战主题12-OD-101*：教育方法对促进STEM能力的有效性。项目名称：持续科学家在课堂计划中的影响的评估在当前的应用中，我们建议评估持续的范德比尔特大学-大都会纳什维尔公立学校-田纳西州立大学-梅哈里医学院-菲斯克大学GK 12/科学家在课堂计划（SCP）对长期在中学课堂上安排科学家以加强科学的学习和教学的长期影响。范德比尔特大学与梅哈里医学院和大都会纳什维尔公立学校（MNPS）合作，是第一批GK 12赠款的获得者之一，并于2003年续签三年，共六年的资金。该计划的基本模式是将研究生或研究生研究员与中学教师合作，在中学课堂上团队教授实践/探究式科学。像其他大学与GK 12计划，我们进行了形成性评估，在我们的计划，表明在教师的科学的性质的理解，通过前和后内容测试，在科学的学生理解的增加，并在研究员的沟通技巧的增加。虽然我们的项目和其他项目一样，对参与者产生了短期影响，但缺乏的是这种干预对STEM学习和教学、未来STEM教师的准备和制度变革的长期和持续变化的影响。 范德比尔特是唯一准备进行拟议的科学家-教师伙伴关系模式对提高STEM能力的有效性的评估研究，原因有几个：1）范德比尔特是全国189个项目中仅有的两个项目之一，该项目在没有持续的联邦资助的情况下维持了主要的GK 12模式。2)范德比尔特是唯一一个拥有四个高等教育合作伙伴的网站，这些合作伙伴加强了关系和合作计划，有助于该计划的稳定性。3)大学和公立学校系统之间建立了高度的信任，并对该计划将继续下去表示理解和信心;这导致学校系统为该计划的可持续性提供了大量资金。4)公立学校系统内的教师和校长的热情支持以及该计划在许多高层管理变动期间的可持续性支持了该计划将继续下去的信念。5)我们有一个惊人的程序内的一致性水平，只有两个程序协调员在十年内;与同一个学校系统的合作伙伴关系;专注于相同的年级（中学）;一个多学科的主题;和相同的原始合作伙伴和主要PI（在2003/2005年增加了两所大学）。还应该指出的是，这种模式，开始于范德比尔特，现在正在实施的其他几个gk 12网站在全国各地，因为他们开始专注于可持续的，后国家科学基金会资助模式。 本申请中提出的研究将研究这一十年计划对K-12学生，教师和研究生的影响，以及对大学和学校系统合作伙伴的影响，详见下文。这项研究的力量在于该计划的寿命，访问所有以前的参与者进行访谈和调查，并有机会获得大量学生的纵向数据，这些学生经历了与没有科学家的对照学生相匹配的研究员。由于我们的项目在项目设计、项目主管、项目协调员和合作学校系统方面保持了十年的一致性，我们将能够利用基于稳定、长期干预的丰富数据。这些因素将是非常重要的，因为我们确定该计划的影响。这些发现的结果可以提供足够的信息，以确定该计划是否导致改变了学生的态度或科学成就;改变了教师在课堂上的做法，从而增加了基于探究的科学课程的使用，并增强了对科学概念的理解;增强了对需求的理解。 通过研究员对K-12学校进行培训，加强沟通和教学技能;并将计划组成部分更多地融入大学的常规研究生教育计划。此外，如果结果表明对参与者有重大影响，这些信息可以为其他K-12计划提供一个模型，以适应在联邦资金之外维持他们的GK 12计划。拟议研究的结果有可能提供关键信息，以确定科学家教师在课堂内外的伙伴关系是否大大提高了STEM概念的学习和教学。 公共卫生相关性：范德比尔特大学GK 12/科学家在课堂计划（SCP）已经在努力加强科学的学习和教学中学课堂的科学家和教师合作。在过去的九年里，该计划的一些目标是提高初中和高中学生的科学成就，并鼓励学生追求科学事业。拟议的项目将评估科学家在中学课堂上的长期影响。

DESCRIPTION (provided by applicant): This project addresses broad Challenge Area (12): Science, Technology, Engineering and Mathematics Education (STEM), and specific Challenge Topic 12-OD-101*: Efficacy of educational approaches toward promoting STEM competencies. Project Title: Evaluation of the Impact of a Sustained Scientist in the Classroom Program In the current application, we are proposing to evaluate the efficacy of the sustained Vanderbilt University- Metropolitan Nashville Public Schools-Tennessee State University-Meharry Medical College-Fisk University GK12/Scientist in the Classroom Program (SCP) on the long-term impact of placement of scientists in middle school classrooms to enhance the learning and teaching of science. Vanderbilt University, in partnership with Meharry Medical College and Metropolitan Nashville Public Schools (MNPS), was a recipient of one of the first GK12 grants and a three year renewal in 2003, for a total of six years of funding. The basic model of this program has been to partner graduate or postgraduate fellows with middle school teachers to team-teach hands-on/inquiry-based science in middle school classrooms. Like other universities with GK12 programs, we conducted formative evaluation within our program, demonstrating an increase in teachers' understanding of the nature of science, an increase in student understanding of science through pre- and post-content tests, and an increase in fellows' communication skills. Although our program, like others, has demonstrated short term impacts on participants, what has been lacking is the effect of this intervention on long-term and sustained changes in STEM learning and teaching, preparation of future STEM faculty, and institutional change. Vanderbilt is uniquely poised to carry out the proposed evaluative study of the efficacy of a scientist-teacher partnership model on enhancing STEM competencies for several reasons: 1) Vanderbilt is only one of two programs out of 189 nationally that has sustained the primary GK12 model with no continuing federal funding. 2) Vanderbilt is the only site with four higher education partners which has led to strengthened relationships and collaborative programs contributing to the stability of the program. 3) A high degree of trust has developed between the universities and the public school system with an understanding and confidence that the program will continue; this has resulted in significant funding from the school system for sustainability of the program. 4) The enthusiastic support of teachers and principals within the public school system and the sustainability of the program during many top administrative changes support the belief that the program will continue. 5) We have had an amazing level of consistency within the program, with only two program coordinators during the ten years; partnership with the same school system; a focus on the same grades (middle school); a multidisciplinary theme; and the same original partners and primary PIs (with two additional universities added in 2003/2005). It should also be noted that this model, started at Vanderbilt, is now being implemented by several other GK12 sites throughout the country as they begin to focus on sustainable, post- NSF funding models. The studies proposed in the current application will examine the impact of this ten-year program on K-12 students, teachers, and graduate fellows, as well as the impact on the university and school system partners as described in detail below. The power of this study lies with the longevity of the program, access to all of the previous participants for interviews and surveys, and the opportunity to obtain longitudinal data for a large number of students who experienced fellows matched to control students without a scientist. Because our program has remained consistent in program design, program directors, program coordinators, and partner school system for ten years, we will be able to utilize a wealth of data based on a stable, long-term intervention. These factors will be of great importance as we ascertain the impact of the program. Results from these findings could provide sufficient information to determine if the program resulted in changed student attitudes or achievement in science; changed teacher practice in the classroom resulting in increased use of inquiry-based science lessons, and enhanced understanding of science concepts; enhanced understanding of the needs of K-12 schools by fellows, and strengthened communication and teaching skills; and increased integration of program components into regular graduate educational programs at the universities. In addition, if results demonstrate significant impacts on participants, this information could provide other K-12 programs with a model to adapt for sustaining their GK12 program beyond federal funding. Results from the proposed studies have the potential to contribute crucial information to determine whether scientist teacher partnerships both in and outside the classroom dramatically enhance the learning and teaching of STEM concepts. Public Health Relevance: The Vanderbilt University GK12/Scientist in the Classroom Program (SCP) has partnered scientists and teachers in middle school classrooms in an effort to enhance the learning and teaching of science. Over the past nine years, some of the goals of the program have been to increase the science achievement of middle and high school students and to encourage students to pursue careers in science. The proposed project will evaluate the long-term impact of scientists in middle school classrooms.