Track 2, GK-12: Building a Learning Community in Science and Mathematics through Educational Patnerships

项目名称：通过教育伙伴关系建立科学和数学学习共同体。第二轨道机构：罗格斯大学，新泽西州新不伦瑞克，派/联合派：凯瑟琳·斯科特，派；迈克尔·卡尔，朱莉·奇泽夫斯基，沃伦·克劳恩，约瑟夫·罗森斯坦每年研究员人数(研究生与本科生)：8名毕业生/4名本科生学区合作伙伴：南布伦瑞克镇公立学校；普莱恩菲尔德公立学校；皮斯卡塔韦乡镇学校；老桥镇公立学校；爱迪生乡镇公立学校本项目的目标受众(K-12年级乐队)：6-9年级：城市、郊区NSF支持的学科：数学、物理科学、生物学、计算机与AMP；信息科学、工程、地球科学、环境科学叙述：这一Track II GK12计划建立在我们最初计划的经验和成就的基础上，该计划旨在大学和当地学区之间建立和支持学习社区。它将当地学区的教师和管理人员与罗格斯大学研究员(研究生和高级本科生)以及科学、数学、工程和技术学院合作。学校团队，每个团队由一名罗格斯大学STEM研究生和两三名中学教师组成，共同努力改进学校课程，开发新的动手科学和数学活动。每个团队与一个合作团队分享活动。在为期两周的暑期学院提供培训，其中包括团队建设活动、制定团队目标、为研究员提供教育学培训、为教师接触科学和数学方面的新材料，以及准备以标准为基础的动手活动。在整个学年中，这些团队共同努力，加强现有课程，并开发创新的动手活动。研究员与他们的伙伴团队合作开发和展示活动。教师的专业发展是在暑期学院期间提供的，在罗格斯大学每学期，由学校的研究员提供。罗格斯科学巴士计划，研究员在这里展示他们最具创新性的活动，与该项目相结合，加强GK12计划成果的传播，并使新泽西州学校研究生的参与制度化。在整个项目中，通过分析团队组合、重点小组和调查，对每一项活动都进行了评估。智力优势：该项目正在通过以学生为中心的课堂体验、培训教师和研究员合作的改进方法以及基于GK12活动开发研究生水平的教学课程，来加强对中学生的STEM学科的指导。更广泛的影响：研究生和本科生正在提高他们的教学和沟通技能，学习作为团队成员工作，并将为未来的职业生涯做更好的准备，他们可以在GK12经验的基础上发展。随着教师对STEM的兴趣和知识的增加，他们对这些学科的当前趋势也变得更加了解。中学生，包括来自贫困家庭的城市学生，正在经历科学和数学的兴奋和相关性，并逐渐熟悉这些领域的就业机会。创新动手探究方法的建模正在成为每个学校数学和科学课程的一部分。该项目的结果将通过研究生参与科学巴士计划在全州范围内传播。第一赛道的重大成果：每年共有27名研究生研究员、17名本科生研究员和45名教师组成9个团队，将当代数学和科学的兴奋带入中学课堂。学区的数量从一年级的四个扩大到三年级的七个。该计划制定并实施了成功招收STEM研究生和本科生和教师的方法。该计划设计纳入了暑期学院培训计划，其中包括一系列独特的团队建设活动和研讨会，为团队在学校的工作做好准备，最终发展团队的第一个学年活动。该计划还制定了有效的战略，让二年级研究生发挥领导作用，以加强该计划。有经验的研究员在暑期学院和学年后续会议上向其他参与者介绍与他们的团队教师共同开展的活动，并根据他们在学校的经验为新研究员提供建议。在学年计划期间，所有团队有效地合作开发活动，加强他们学校的课程，将数学和科学与现实生活应用联系起来，并积极影响中学生对数学和科学的态度。学校的团队活动提高了学员的教学技能和协作能力。教师们报告说，他们增加了教学知识，并继续使用团队开发的活动。该项目部分得到了生物科学局的资金支持。

Title of Project: Building a Learning Community in Science and Mathematics through Educational Partnerships . Track II Institution: Rutgers University, New Brunswick, NJ PI/Co-PI: Kathleen Scott, PI; Michael Carr, Jolie Cizewski, Warren Crown, Joseph Rosenstein Number of Fellows per year (graduate vs. undergraduate): 8 graduate/4 undergraduate School District Partners: South Brunswick Township Public Schools; Public Schools of Plainfield; Piscataway Township Schools; Old Bridge Township Public Schools; Edison Township Public Schools Target Audience of the project (K-12 grade-band): grades 6-9 Setting: urban, suburban NSF supported disciplines involved: Mathematics, Physical Sciences, Biology, Computer & Information Sciences, Engineering, Geosciences, Environmental Sciences Narrative: This Track II GK12 program builds upon the experiences and achievements of our initial program to establish and support learning communities among the university and local school districts. It partners teachers and administrators from local school districts with Rutgers University Fellows (graduate students and advanced undergraduate students) and faculty in science, mathematics, engineering and technology. School teams, each comprised of a Rutgers University STEM graduate student and two or three middle school teachers, work together to enhance their school curriculum and develop new hands-on science and mathematics activities. Each team shares activities with a partner team. Training is provided in a two-week Summer Institute that includes team-building activities, development of team goals, training in pedagogy for the Fellows, exposure to new material in science and mathematics for the teachers, and preparation of a standards-based hands-on activity. Throughout the academic year, the teams work together to enhance existing curricula and develop innovative hands-on activities. Fellows collaborate on developing and presenting activities with their partner teams. Professional development of teachers is offered during the Summer Institute, each semester at Rutgers, and by the fellows in the schools. The Rutgers Science Bus Program, where fellows showcase their most innovative activities, is integrated with this project, enhances the dissemination of the results of this GK12 program, and institutionalizes the involvement of graduate students in New Jersey schools. Each of these activities is being evaluated throughout the project by analysis of team portfolios, focus groups and surveys. Intellectual Merits: This project is resulting in enhanced instruction of middle school students in STEM disciplines through student-centered classroom experiences, refined methods of training teachers and fellows to work collaboratively, and development of a graduate level teaching course based on GK12 activities. Broader Impacts: The graduate and undergraduate fellows are enhancing their teaching and communication skills, learning to work as members of a team, and will be better prepared for future careers where they can build on their GK12 experiences. Teachers are becoming knowledgeable about current trends in these disciplines as they increase their interest in and knowledge about STEM. Middle school students, including urban students from disadvantaged backgrounds, are experiencing the excitement and relevance of science and mathematics, and becoming familiar with career opportunities in these fields. The modeling of innovative hands-on inquiry methods is becoming a part of each school's mathematics and science program. The results of this project will be disseminated across the state by graduate student involvement in the Science Bus Program. Significant Outcomes from Track I: A total of twenty-seven graduate fellows, seventeen undergraduate fellows, and forty-five teachers formed nine teams each year to bring the excitement of contemporary mathematics and science to middle school classrooms. The number of school districts expanded from four in Year 1 to seven in Year 3. This program developed and implemented methods to successfully recruit STEM graduate and undergraduate students and teachers into the program. The program design incorporated a Summer Institute training program, which included a unique series of team building activities and workshops that prepared teams for their work in the schools, culminating with the development of the team's first academic year activity. The program also developed effective strategies for having second-year Graduate Fellows assume a leadership role in ways that strengthened the program. Experienced fellows presented activities developed with their team teachers to other participants at the Summer Institute and at academic year follow up meetings, as well as advising new fellows based on their experiences in the schools. During the academic year program, all of the teams effectively collaborated in developing activities that enhanced the curriculum of their school, related mathematics and science to real life applications, and positively affected middle school student attitudes toward mathematics and science. The team activities in the school enhanced the teaching skills of the fellows and their ability to work collaboratively. Teachers reported increasing their content knowledge, and continue to use the activities developed by the team. This project is partially supported by funds from the Directorate for Biological Sciences.