Catalysts for Reform: a university - schools partnership in northwest Washington

题目：改革的催化剂：一所大学。机构：西华盛顿大学PI: Scott Linneman博士（世界地质大学地质与科学教育）共同PI: Sandra Austin女士（Nooksack Valley学区）；Susan Bergman女士（芒特弗农学区）；Alejandro Acevedo-Gutierrez博士（世界自然大学生物与科学教育）；研究员人数/年：9名研究生和4名高级本科学区合作伙伴：贝灵汉学区，Lummi部落学校，芒特弗农学区，努克萨克山谷学区目标年级范围：中学（七年级和八年级）设置：农村NSF支持学科涉及：生物，化学，地质和物理“改革催化剂计划”将与西华盛顿大学的9名科学研究生、4名高级本科生和8名科学教师，以及来自邻近4个学区的25名中学科学教师合作，提高不同学生群体的中学科学学习水平。智力价值：改革的催化剂将探讨如何最好地利用生物、化学、地质和物理/天文系的硕士研究生和高级本科生，通过支持系统改革来改善中学科学教学。思考学习。研究所模式将被评估为一种通过仔细的研究协议为大学学科学生提供研究型教学策略的手段。本研究亦将研究教学内容知识的研修班对教师的知识与实践、课程的选择与实施，以及最终对中学生科学成绩的影响。更广泛的影响：该项目将为研究生和高级本科生如何从多个学科获得硕士学位提供一个全国性的例子。授予学位的地方大学可以掌握并应用研究性教学策略。参与者将产生系统性影响，从而改善美国原住民和西班牙裔儿童较多的学校中学生科学学习和教师内容以及教学知识和实践。由于科学教师的参与，该项目将对本科生和研究生的科学教学产生持续的影响。思考学习。学院将被纳入研究生科学课程，是所有高等教育机构的创新和可复制模式。该项目得到地球科学理事会资金的部分支持。

Title: Catalysts for Reform: a university.schools partnership in northwest Washington Institution: Western Washington University PI: Dr. Scott Linneman (WWU Geology and Science Education) Co-PI: Ms. Sandra Austin (Nooksack Valley School District); Ms. Susan Bergman (Mount Vernon School District); Dr. Alejandro Acevedo-Gutierrez (WWU Biology and Science Education); Dr. Gisele Muller-Parker (WWU Biology) Number of Fellows/year: 9 Graduate and 4 Advanced Undergraduate School District Partners: Bellingham School District, Lummi Tribal School, Mount Vernon School District, Nooksack Valley School District Target Grade Band: Middle School (Grades 7 and 8) Setting: Rural NSF Supported Disciplines Involved: Biology, Chemistry, Geology, and Physics Narrative Summary: Catalysts for Reform will partner nine science graduate students, four advanced undergraduates, and eight science faculty from Western Washington University with 25 middle school science teachers from four neighboring school districts to improve learning in middle school science among diverse student populations. Intellectual Merit: Catalysts for Reform will explore how to best use masters-level graduate students and advanced undergraduates from biology, chemistry, geology, and physics/astronomy departments to achieve improved middle school science teaching and learning through support of systemic reform. The thinking to Learn. Institute model will be evaluated as a means to provide university disciplinary students with research-based teaching strategies through careful research protocols. The impact of the institutes and workshops on pedagogical content knowledge on teacher knowledge and practice, curriculum selection and implementation, and ultimately on middle school student science performance will also be studied. Broader Impacts: The project will provide a national example of how graduate and advanced undergraduate students from multiple disciplines in a master.s degree granting regional university can acquire and apply research-based teaching strategies. Participants will have a systemic impact resulting in improved middle school student science learning and teacher content and pedagogical knowledge and practice in schools with high populations of Native American and Hispanic children. As a result of involvement of science faculty, the project will have a sustainable impact on undergraduate and graduate science teaching and learning. The Thinking to Learn. Institute, which will be embedded into the graduate science curriculum, is an innovative and replicable model for all higher education institutions. This project is receiving partial support from funds from the Directorate of Geosciences.