MPWG: Family Tools and Technology (FT2) Leadership Development

罗格斯大学教育公平联合会是罗格斯大学数学、科学和计算机教育中心（CMSCE）的一个附属机构，也是新泽西指定的家庭数学和家庭科学培训网站，它开发了家庭工具技术（FT 2），这是一项针对女孩及其父母的课后计划。 他们合作解决问题的活动（使用工具和构建模型），说明科学，工程和数学在课堂以外的世界的重要性。 该项目支持制定和评估一个成本效益高、教学合理、可复制的培训模式，包括领导能力部分，在全国推广之前将在新泽西州试行。 这项工作的灵感来自2061项目，科学为所有美国人，AAUW报告：学校如何缩短女孩，NCTM标准和美国能源部的目标200。 FT 2创建于：增加对科学和技术感兴趣的女孩人数;鼓励她们继续对科学和技术感兴趣;鼓励父母成为女儿在科学和技术方面努力的倡导者;培训教师，以促进女孩在其教育发展的关键时期（青春期前）继续参与和树立信心。 该项目的第一阶段（1995- 1996年）侧重于由国家科学基金会资助的为期一年的评估，以评估14项FT 2活动及其配套材料和战略的有效性。 它考察了该方案对缩小12所小学约240个家庭（其中70%的家庭有女儿参与）中女孩经历和愿望方面的性别差距的影响。 它包括一个为期11天的培训模式，教师接受FT 2技术培训，使他们能够在两个系列的六个课后课程中为女孩及其家庭介绍和促进这些活动。 根据实地测试和评估的积极结果，该项目的第二阶段将加以改进和精简，成为一个成本效益高、教学合理、为期五天的培训，便于传播和推广。 领导力部分将准备经验丰富的FT 2教师培训其他人进行该计划。 1996- 1997年期间，将在新泽西州选定的学校试行和评估这一订正模式，并使之制度化，为在全国推广做准备。

The Rutgers Consortium for Educational Equity, an affiliate of the Rutgers Center for Mathematics, Science and Computer Education (CMSCE) and the designated New Jersey Family Math and Family Science training site, has developed Family Tools & Technology (FT2), an after-school program targeting girls and their parents. They collaborate in problem-solving activities (using tools and building models) that illustrate the importance of science, engineering and mathematics in the world beyond the classroom. This project supports the development and assessment of a cost- effective, pedagogically sound, replicable training model, including a leadership component that will be piloted in NJ prior to national dissemination. The effort was inspired by Project 2061, Science for All Americans, The AAUW Report: How Schools Shortchange Girls, the NCTM Standards, and the USDOE's Goals 200. FT2 was created: to increase the number of girls who are excited about science and technology; to encourage their continuing interest; to stimulate parents to become advocates for their daughters' endeavors in science and technology; and to train teachers to promote girls' continued participation and confidence in a critical period in their educational development (pre- adolescence). The first phase of this project (1995-96), focused on a year-long assessment funded by NSF to evaluate the effectiveness of the 14 FT2 activities and accompanying materials and strategies. It looked at the program's impact on reducing the gender gap in terms of girls' experiences and aspirations in 12 elementary schools with approximately 240 families, 70% of which had participating daughters. It included an 11-day training model in which teachers were trained in FT2 techniques, to equip them to present and facilitate these activities in two series of six after school sessions for girls and their families. Based on the positive results of the field-testing and assessment, the second phase of the project will be refined and streamlined into a cost-effective, pedagogically sound, five-day training that can be easily disseminated and replicated. A leadership component will prepare experienced FT2 teachers to train others to conduct the program. This revised model will be piloted and assessed, as well as institutionalized, in selected NJ schools during 1996-97 in preparation for national dissemination.