PRISM Phase II: Research on Key PRISM Strategies

PRISM第二阶段正在研究导致科学和数学教育文化变化的战略，其中文化的层面包括政策，实践，伙伴关系和资源。 PRISM第二阶段的研究正在产生进一步的证据，证明PRISM第一阶段独特的战略- K-16专业学习社区，高等教育文化和公众意识运动-如何以及在多大程度上引起了整体文化变革的这四个关键要素。 第二阶段PRISM合作伙伴关系正在通过一系列集中于以下问题的综合研究来产生这些成果：1）K-16专业学习社区以何种方式和在何种程度上导致改变K-16教育工作者的专业实践并改善K-16科学和数学学生学习的伙伴关系？2)在多大程度上做政策变化和奖励结构，奖励高等教育教师与K-12学校合作，并加强自己的教学结果在部门和机构文化的可持续变化，包括改变政策，改变做法，新的伙伴关系和专用资源，在高等教育？3)参加公众认识运动的学校在多大程度上比没有参加的学校有更大的学生动力、更大的家长参与和更高的学生科学和数学成绩？PRISM第二阶段预计将最终形成可复制的模式，以引起文化变革并最终加强K-16科学和数学教育的方式实施三项战略。 基于PRISM第一阶段的成功，格鲁吉亚大学系统（USG）在2009财政年度发起了一项STEM倡议，旨在复制PRISM在所有35个USG机构中的成功。 通过STEM倡议资助，12个机构将实施K-16专业学习社区和教师激励计划，以参与所有USG机构的教师的教学和学习奖学金，邀请他们参加以STEM为重点的科学和数学教学学院。 STEM倡议支持的学习社区的实施为支持实验研究提供了广泛的活动基础，以及第二阶段工作的结果也立即为STEM倡议团队的工作提供信息的途径。 这为向格鲁吉亚所有公立高等教育机构传播第二阶段的成果提供了直接渠道。 第二阶段的研究结果也正在通过在国家和区域会议上的发言以及通过学术期刊和论文集传播。

PRISM Phase II is conducting research on strategies that lead to changes in the culture of science and mathematics education where dimensions of culture include policies, practices, partnerships, and resources. Research studies in PRISM Phase II are producing further evidence of how and to what extent distinctive PRISM Phase I strategies - K-16 Professional Learning Communities, Culture of Higher Education and a Public Awareness Campaign - give rise to these four key elements of holistic cultural change. The Phase II PRISM partnership is producing these outcomes through an integrated set of research studies focused on the following questions: 1) In what ways and to what extent do K-16 professional learning communities lead to partnerships which change professional practice of K-16 educators and improve student learning in K-16 science and mathematics? 2) To what extent do policy change and incentive structures that reward higher education faculty to collaborate with K-12 schools and to strengthen their own teaching result in sustainable changes in departmental and institutional culture, including changed policies, changed practices, new partnerships and dedicated resources, in higher education? 3) To what extent do schools that participate in the Public Awareness Campaign have greater student motivation, greater parental involvement and higher student achievement in science and mathematics than non-participating schools? PRISM Phase II expects to culminate in replicable models for implementing the three strategies in ways which elicit changes in culture and ultimately strengthen K-16 science and mathematics education. Based upon the successes of PRISM Phase I, the University System of Georgia (USG) has launched a STEM Initiative, in FY 2009, designed to replicate the successes of PRISM throughout all 35 USG institutions. Through STEM Initiative funding, 12 institutions will implement K-16 professional learning communities and faculty incentive programs for participation in the scholarship of teaching and learning with faculty from all USG institutions invited to participate in STEM-focused Faculty Institutes on the Teaching and Learning of Science and Mathematics. The implementation of STEM Initiative-supported learning communities provide a broad base of activity to support experimental studies, as well as avenues by which the results of the Phase II work also immediately inform the work of the STEM Initiative team. This provides a direct avenue of dissemination of Phase II results to all public institutions of higher education in Georgia. Phase II research findings are also being disseminated through presentations at national and regional conferences and through scholarly journals and proceedings.