University of Illinois at Chicago Graduate Fellows in K-12 Education

伊利诺伊大学芝加哥分校(UIC)K-12教育研究生项目包括四个不同的组成部分，建立在UIC现有的创新科学和数学教学和教师发展项目基础上。因此，该计划的特点是在现有的或新兴的教师发展倡议中增加研究员。每一批研究员都是在他们、K-12教师和大学教职员工在暑期研讨会和学年研讨会和会议期间一起工作时接受培训的。在课堂上，UIC GK-12研究员通过以下过程为教师提供支持：(A)记录对学校、教室、学生和教师的了解，(B)协助教师制定和实施课堂活动，以及(C)评估其影响。这四个部分是：高中化学面包车项目，该项目目前提供设备，但除了暑期在职计划之外，几乎没有教师支持；K-8数学课程，包括实验室选项，可以进一步开发，以利用计算机分析数据；最先进的虚拟现实平台，支持基础科学的概念学习；以及整个学校发展项目，建立在UIC和一所城市高中的合作伙伴关系上。学习过程、材料开发和技术的主题都在现场。该计划的好处包括增加了学生的概念性学习，增强了课堂使用的课程，以及提高了教师利用广泛的活动基础教授科学和数学的能力。评估的重点是每个研究员和单独的评价者在干预期间对教师与同事、学生与同事的互动的档案袋开发，以及由此产生的师生互动的变化。

The University of Illinois at Chicago (UIC) Graduate Fellows in K-12 Education program encompasses four different components built on existing innovative science and math instruction and teacher development programs at UIC. Thus, the program features the addition of Fellows to existing or emerging teacher development initiatives. Each cohort of Fellows is trained as they, K-12 teachers, and University faculty work together during summer workshops and academic year seminars and meetings. In the classroom, UIC GK-12 Fellows support teachers by a process of (a) documenting an understanding of the schools, classrooms, students, and teachers, (b) assisting teachers in developing and implementing activities in classrooms, and (c) assessing their impact. The four components are a high school Chemistry Van project that currently offers equipment but little teacher support beyond of a summer in-service program; a K-8 mathematics curriculum with laboratory options that can be further developed to utilize computer analysis of data; state-of-the-art virtual reality platforms in support of conceptual learning in elementary science; and a whole school development project built on a partnership between UIC and an urban high school. Themes of learning processes, materials development, and technology are all present. Program benefits include increased student conceptual learning, enhanced curricula for classroom use, and increased ability for teachers to teach science and mathematics using a broad base of activities. Evaluation focuses on portfolio development by each Fellow and a separate evaluator of the teacher-Fellow, student-Fellow interactions during the interventions and then the resulting changes in teacher-student interactions.