GK-12: Teaching Fellows in Chemistry, Physics and Biology in the Kansas City Metropolitan Schools

通过这个为期三年的项目，来自堪萨斯大学(KU)的26名数学、物理、化学、工程和生物研究生和12名高级本科生将参加一项以堪萨斯城堪萨斯城(KCK)公立学区为重点的教学研究员计划。这些研究员在三个层面上为初中和高中的科学和数学教师提供在职和课堂上的支持：1)为实施探究式和基于问题的课程的新一代教师提供技术培训和知识传授；2)为正在实施基于标准的课程的教师和学生团队提供援助；以及3)课程改进和知识传授，以支持数学、生命科学和物理课程的研究型和基于问题的课程单位。研究员在计划和培训课程中直接与教师合作，为KCK区教师准备内容支持并增加技术专业知识。每名研究员参加为期一周的分配前培训讲习班和大学一级课程，涵盖K-12教学、多元文化教育和认知技能发展方面的最佳做法。这个项目正在帮助KCK学校实施新的高级理科毕业要求，并实现一个长期的地区目标，该目标是在NSF资助的团队项目下制定的，旨在改善数学和科学教学。该项目正在帮助KU与KCK公立学校的教师建立合作关系，并建立一种机制，吸引来自代表性不足和弱势群体的学生进入数学、科学和工程专业。从昆士兰大学毕业的教员将对科学和数学教育学、K-12教学和多元文化教育有着异常深刻的理解。

Through this three-year project, twenty six Mathematics, Physics, Chemistry, Engineering, and Biology graduate students and twelve advanced undergraduates from the University of Kansas (KU) are participating in a Teaching Fellows program focusing on the Kansas City Kansas (KCK) Public School District. The Fellows provide in-service and in-class support for middle and high school science and mathematics teachers on three levels: 1) technology training and knowledge transfer for a new generation of teachers implementing inquiry- and problem-based curricula, 2) assistance for teachers and student teams who are implementing standards-based curricula, and 3) curriculum enhancement and knowledge transfer in support of research- and problem-based curriculum units for mathematics, life science, and physical science classes. Fellows work directly with teachers in planning and training sessions to prepare content support and increase technology expertise for KCK District teachers. Each Fellow attends a one-week pre-assignment training workshop and a university-level course covering best practices in K-12 teaching, multicultural education, and cognitive skill development. This project is helping the KCK Schools implement a new advanced science graduation requirement and accomplish a long-term District goal, instituted under an NSF-funded TEAMs project, to improve mathematics and science instruction. This project is assisting KU by building collaborations with teachers in the KCK public schools and by establishing a mechanism for attracting students from underrepresented and disadvantaged groups into mathematics, science, and engineering majors. Teaching Fellows will graduate from KU with an unusually deep understanding of science and mathematics pedagogy, K-12 teaching, and multicultural education.