Boston Science Partnership

波士顿科学伙伴关系（BSP）由以下核心合作伙伴组成：波士顿公立学校（BPS）系统，东北大学（NEU）和马萨诸塞大学波士顿分校（UMB），作为领导组织。哈佛医学院和大学理事会作为支持伙伴参与。这一伙伴关系将显著提高6-12年级学生的成绩和教师的素质。BSP的愿景是，具有挑战性的科学课程将由高素质的教师教授；所有BPS学生都可以参加高级科学课程；大学教师将在科学教育改革中与K-12教师并肩工作；此外，还将建立一些结构，以提高学生从六年级到研究生阶段的科学和工程水平。合作伙伴关系的目标是提高BPS学生在科学方面的成就，显著提高BPS科学教师的质量，增加在更高水平的科学课程中取得成功的学生数量，以及被大学科学和工程项目录取和保留的学生数量，改善BPS和大学的科学教学，并将这些变化制度化，以便波士顿科学伙伴关系及其工作将持续下去。支持BSP实现其目标的独特策略包括：—将大学理事会的垂直团队方法与BPS自己的协作指导和学习（CCL）模式相结合，该模式要求教师询问自己和彼此的教学实践，以努力提高学生的成绩；-科学教授和BPS科学教师合作开发研究生课程，将内容置于背景中，以支持教师在BPS课堂上讲授的特定课程；联合工程教师和BPS科学教师，根据国家技术框架解读麻省科学框架的技术/工程链，并创建一个工程研究生课程，为教师教授这些材料作为科学课程的一部分做好准备。与项目实施相关的评估措施将辅以旨在回答以下问题的研究工作：UMB和NEU的机构能力和障碍是什么，这些能力和障碍将促进或抑制他们通过BSP在自己的机构内发起的创新的可持续性？什么制度能力和障碍解释了UMB和NEU能够实现彼此之间真正和可持续的合作，以改善BPS内的科学教学？UMB和NEU如何使用策略来管理他们的能力和变革障碍，从而提高该领域对高等教育机构实现可持续变革的理解和能力？垂直团队、情境化课程和CCL模式的使用在培养高质量教师方面发挥了什么作用？大学科学课程中的科学教学在哪些方面得到了改善，因为科学教授：a)增加了关于学生如何学习和包括国家科学教育标准在内的K-12科学教育的知识，b)观察了高质量的K-12科学教师，并参与了关于基于学生如何学习的探究性教学实践的汇报讨论？BSP研究议程将由UMB和教育发展中心（EDC）以及莱斯利大学的项目评估和研究小组（PERG）共同开展，为项目评估提供领导。BSP的工作有可能影响14,759名6-8年级的学生，18,305名9-12年级的学生，186名全职科学教师和256名全天教授科学的教师。

The Boston Science Partnership (BSP) is comprised of the following core partners: the Boston Public School (BPS) System, Northeastern University (NEU) and the University of Massachusetts Boston (UMB), as the lead organization. The Harvard Medical School and the College Board participate as supporting partners. This Partnership comes together to significantly enhance student achievement and teacher quality in grades 6-12 science. The BSP vision is that challenging science courses will be taught by highly qualified teachers; advanced science courses will be accessible to all BPS students; university faculty will work side-by-side with K-12 teachers in science education reform; and structures will be in place to promote student achievement in grade 6 through graduate level in science and engineering. The goals of the Partnership are to raise BPS student achievement in science, significantly improve the quality of BPS science teachers, increase the number of students who succeed in higher-level courses in science and who are admitted to and retained in university science and engineering programs, improve science teaching both in BPS and at the universities, and institutionalize these changes so that the Boston Science Partnership and its work will be sustained. Distinctive strategies that support BSP in obtaining its goals include:--Combining the College Board's vertical teaming approach with BPS' own Collaborative Coaching and Learning (CCL) model, which requires teachers to inquire into their own and each other's teaching practices in an effort to improve student achievement;--Collaboration by science professors and BPS science teachers to develop graduate courses that contextualize content in support of the specific curriculum that teachers are expected to deliver in BPS classrooms; and--Joining together of engineering faculty and BPS science teachers to interpret the technology/engineering strand of the Massachusetts Science Frameworks in light of the national technology frameworks, and to create a graduate course in engineering that prepares teachers to teach this material as part of the science curriculum.Evaluation measures associated with project implementation will be complemented by research efforts intended to answer questions such as: What are the institutional capacities and barriers of UMB and NEU that will advance or inhibit the sustainability of the innovations they have initiated within their own institutions through the BSP? What are the institutional capacities and barriers that explain the abilities of UMB and NEU to achieve authentic and sustainable collaborations with each other in order to improve science teaching and learning within BPS? How do the strategies that UMB and NEU use to manage their capacities and barriers to change enhance the field's understanding of and ability to achieve sustainable change within institutions of higher education? What are the roles that vertical teaming, contextualized courses, and the use of the CCL model play in the development of high quality teachers? In what ways does science instruction in university science courses improve as a result of science professors' a) increased knowledge about how students learn and K-12 science education including the National Science Education Standards, and b) observations of high-quality K-12 science teachers and participation in debriefing discussions about inquiry-based teaching practices based on how students learn? The BSP research agenda will be carried out jointly by UMB and the Education Development Center (EDC) with the Program Evaluation and Research Group (PERG), Lesley University, providing leadership for project evaluation.The work of the BSP has the potential of impacting 14,759 students in grades 6-8, 18,305 students in grades 9-12, 186 full-time science teachers, and 256 teachers who teach science part of the day.