GSE/DIS: GO-GIRL Partnership Program

罗斯福大学将通过在四个新城市复制一个成功的项目来传播教育、研究和评估的结果。该项目由美国国家科学基金会资助，旨在为所有参与者，包括中学女生、她们的父母和大学生，带来积极的影响。该项目由美国国家科学基金会资助，旨在培养中学女生的数学和科学推理能力，让她们在十个星期六的全女生、科技含量较高的环境中参与社会科学研究。来自不同背景的城市女孩聚集在一起，将数学、数据素养和科学方法应用于社会科学研究。他们的经历是由报名参加教育、心理学和妇女研究服务学习课程的本科生主导的。新城市的网站负责人由Go-Girl(密歇根大学和韦恩州立大学)的原始开发人员与TERC，Inc.合作，就该计划中使用的数据素养工具进行培训。这些网站是布卢明顿(伊利诺伊州卫斯理大学)、费城(宾夕法尼亚大学)、芝加哥(罗斯福大学)和华盛顿特区(霍华德大学)。该项目还将主办一次学者会议，讨论扩大后的计划的实施和未来的继续。中学阶段被认为是女孩定义自己职业和社会身份的关键时期。利用数学和技术解决对她们生活重要的社会问题，是获得和保持女孩对数学的兴趣的有效战略。四年多的评估结果表明，Go-Girl模式是成功的。该项目引入了战略联盟，可以在合作的教育机构的教育工作者中催化新的思维和未来的行动。该模式经过多年、仔细的研究、计划实施、计划评估和计划改进的顺序演变而来。它将通过适应新的社区网站而得到改进。TERC，Inc.正在利用NSF资助的Tablettop 2多年的开发，这是一种流行的视觉数据工具，非常适合由女孩进行的社会科学研究。据估计，《桌面2》已经覆盖了全国8.5万间教室。TERC将获得更多的实地考点，反过来，Go-Girl伙伴关系将通过桌面在线指南介绍给广大教育界。更广泛的影响。该项目有助于在美国建立一个多样化和有竞争力的人才库，并特别支持扩大女孩在数学相关领域的参与的目标。四个州的四个新地点的大学和社区组织将公布与提高学生对数学和科学的兴趣的国家需要相关的政策问题，并提供一个具体的研究型教育项目的例子，以实现当地的目标。此外，复制还培养了一批新教师，他们准备让不同群体的女孩参与科学思维，培养她们的数学信心和能力。网站负责人将通过指导大学生在社区服务学习体验期间对女孩的成就、学习策略和教育互动方式进行基于性别的研究，来加深对基于性别的障碍的理解。

Roosevelt University will disseminate the results of education research and evaluation through the replication a successful program in four new cities. The program to be disseminated is NSF-funded Gaining Options-Girls Investigate Real Life (GO-GIRL) which showed positive impacts on all participants including middle school girls, their parents, and university students.The GO-GIRL program develops mathematical and scientific reasoning in middle school girls by engaging them in social science research in an all-girl, technologically-rich environment over ten Saturdays. Urban girls from diverse backgrounds come together to apply mathematics, data literacy, and scientific methods to social science research. Their experiences are led by undergraduates who are enrolled in a service-learning course in education, psychology, and women's studies. Site leaders in the new cities are trained by the original developers of GO-GIRL (University of Michigan and Wayne State University), with collaboration from TERC, Inc, on data literacy tools used in the program. The sites are Bloomington (Illinois Wesleyan University), Philadelphia (University of Pennsylvania), Chicago (Roosevelt University), and Washington, D.C. (Howard University). The project will also host a meeting of scholars to discuss the expanded program implementation and continuation in the future.Intellectual merit. Middle school has been identified as a critical time for girls to define their career and social identities. Using mathematics and technology to address social issues important to their lives is an effective strategy for gaining and maintaining girls interest in mathematics. Evaluation results over four years have shown that the GO-GIRL model is successful.The project introduces strategic alliances that can catalyze new thinking and future action among educators at the partnering educational institutions. The model evolved from a multi-year, careful sequence of research, program implementation, program evaluation, and program improvement. It will be improved through adaptation to new community sites.TERC, Inc., is leveraging many years of NSF-funded development of Tabletop 2, a popular visual data tool that is well suited for social science research conducted by the girls. Tabletop 2 has reached an estimated 85,000 classrooms nationwide already. TERC will gain additional field test sites, and, conversely, the GO-GIRL Partnership will be introduced to the educational community at large through Tabletop on-line guides. Broader impacts. The project contributes to the need to create a diverse and competitive pool of talent in the US, and specifically supports the goal of broadening the participation of girls in mathematics-related areas. Universities and community organizations in four new sites across four states will make known policy issues related to the national need to increase student interest in mathematics and science and provide an example of a specific research-based educational program that achieves the goal locally.Additionally, the replication develops a cohort of new teachers who are prepared to engage diverse groups of girls in scientific thinking and foster their mathematics confidence and ability. Site leaders will develop an enhanced understanding of gender-based barriers by guiding university students in the study of gender-based research on girls' achievement, learning strategies, and educational interaction styles during a community service learning experience.