Researching Scaling and Accountability of On-Line Science Curriculum for Maveric and Distributed Populations

这里提出的工作范围是与现有结构(同一天空，多声音计划，城市学校学习技术中心)合作的一种尝试，以加强对像我们这样的改革计划的价值和挑战的研究和理解，因为我们努力通过扩展使我们的计划被尽可能多的不同受众广泛采用。One Sky，My Voices是一年前由教育工作者、大气科学家、软件开发人员、界面设计师和课程设计师共同开发和研究的一种新兴和可靠的技术丰富、基于探究的课程模式，适用于非常广泛的学习者，包括传统学校内外的学习者。我们的第一个目标是对广泛采用我们的计划所必需的课程采用的关系、支持和模式进行广泛调查。在这项提案中，我们概述了设计性实验研究的计划，该计划将使我们能够研究和评估课程采用、教师专业发展和技术工具的模型，这些模型随着规模的变化而变化。为了实现广泛的采用，我们的目标是对比两种有效的扩展方式，Maverick和分布式模型，以更好地理解到达许多学习社区的最佳方式。我们建议通过城市学校学习技术中心(分布式)，利用定期订阅我们项目(小牛队)以及底特律和芝加哥公立学校的归国教师、学生和学校干部来衡量我们的工作和学习规模研究。我们的第二个目标是直接面对问责。虽然像我们这样的项目有时被描述为“成功”，但在我们这样的项目中，“成功”的系统性特征还远未被理解。学校和其他人不断被要求对这项工作的价值做出更好的定义，并为广泛采用昂贵而困难的、以探究为基础的技术课程提供更好的理由。为了应对问责，我们希望利用我们众多不同的网站、我们开发问责措施的经验和新的技术机会来设计和实施一个新的系统，该系统将提供一系列定制的问责措施，与标准化测试以外的问责理念协同工作并将其扩展。通过结合对更好的问责的扩展重新搜索，我们希望同时实现尽可能广泛的受众采用我们的计划，因为我们提供了当今学校所面临的压力所要求的更广泛的问责措施。

The scope of work presented here is one attempt to work with existing structures (the One Sky, Many Voices program, the Center for Learning Technologies in Urban Schools) to strengthen research and understanding of the value and challenges of reform programs such as ours, as we strive towards widespread adoption of our programs by the most diverse audiences possible through scaling. One Sky, Many Voices is one year old synergy of educators, atmospheric scientists, software developers, interface designers, and curriculum designers who have developed and researched one model of emerging and reliable technology-rich, inquiry-based programs for a very wide assortment of learners, including both in and out of traditional schooling. Our first goal is extensive investigations of the relationships, supports, and models of curriculum adoption necessary for widespread adoption of our programs. In this proposal, we outline a plan for design-experiment research which would allow us to study and evaluate models for curriculum adoption, teacher professional development, and technological tools which change with scaling. To implement widespread adoption, we aim to contrast two effective means of scaling, the Maverick and Distributed models, to be better understand best means of reaching many learning communities. We propose to use the cadre of returning teachers, students and schools who are regular subscribers to our programs (Mavericks), and the Detroit and Chicago Public Schools, through the Center for Learning Technologies in Urban Schools, (Distributed) to scale our work and study scaling research. Our second goal is to directly confront accountability. While programs such as ours are sometimes characterized as "successful", the systemic characterizations of "success" in programs such as ours is far from understood. Continually, schools and others are asked for better definitions of the value of this work, and better justification for the widespread adoption of expensive and difficult techn ology-rich, inquiry-based programs. To confront accountability, we wish to use our many diverse sites, our experience developing accountability measures, and new technological opportunities to design and implement a new system which will provide a range of customized accountability measures which work with and expand ideas of accountability beyond standardized testing. In combining scaling rersearch on better accountability, we hope to simultaneously achieve adoption of our program by the widest possible audiences, as we provide a wider range of accountability measures demanded by the pressures on today's schools.