Targeted Partnership: Culturally Relevant Ecology, Learning Progressions and Environmental Literacy

在围绕核心科学和数学概念的学习进步以及公民身份的环境科学素养框架的推动下，这一有针对性的合作伙伴关系将NSF资助的长期生态研究(LTER)网络内的大学和地点在环境科学方面的研究和教育能力与合作伙伴中学和高中的科学和数学教师专业发展联系起来。该项目扩展到全国各地，涉及四个LTER研究站点和22所K-12学校/学区，直接影响到250多名科学和数学教师以及70,000名具有高度不同背景的学生。这项工作的重点是在社会生态系统的背景下耦合人与生态系统的相互作用，作为从科学和教育的角度发展具有文化相关性的生态学的框架。以下研究、专业发展和机构目标统一了该项目：研究目标1：完善和扩展目前的学习进展框架和评估，从而提高环境科学素养和相关数学知识，重点关注碳循环、水系统和社会生态系统中的生物多样性。2：评估学生学习社会生态系统和参与公民实践与当地社会生态因素之间的关系，包括学生的文化、社会经济地位、地区和教育水平。3：利用参与的教师和研究生进行的教学实验，开发和传播改进的环境科学素养框架、评估和教学资源。专业发展(PD)目标-4：开发将科学家的研究努力与K-12教师的专业发展需求相结合的PD模型，包括教师常驻计划、教师研究性实习、将研究生安排到K-12课堂、专业发展研讨会导致毕业生学分和/或研究生学位，以及专业学习社区。5：开发响应文化的参与模式，将与文化相关的生态内容与不同的学习者群体联系起来。机构目标-6：通过发展研究生培训和学位以及服务学习轨道，将与文化相关的、以环境内容为基础的K-12教师PD模式纳入地区和大学方案和外联活动。7：提高K-12教师在以内容为基础的专业发展活动中的意识、机会和参与。

Driven by an environmental science literacy framework around learning progressions within core science and mathematics concepts complemented with citizenship, this targeted partnership connects the research and education prowess in the environmental sciences of universities and sites within the NSF-funded Long Term Ecological Research (LTER) Network with teacher professional development in science and mathematics of partner middle schools and high schools. The project extends across the nation, involving four LTER research sites and 22 K-12 schools/districts with direct impacts on over 250 science and mathematics teachers and 70,000 students of highly diverse backgrounds. The work focuses on coupled human-ecosystem interactions in the context of socio-ecological systems as a framework to develop a culturally relevant ecology from both a scientific and educational perspective. The following research, professional development and institutional goals unify the project:Research Goals - 1: Refine and extend current frameworks and assessments for learning progressions leading to environmental science literacy and associated mathematics that focus on carbon cycling, water systems, and biodiversity in socio-ecological systems. 2: Assess the relationship between students' learning about socio-ecological systems and engagement in citizenship practices and local socio-ecological factors, including students' culture, socioeconomic status, region, and educational level. 3: Use teaching experiments conducted by participating teachers and graduate students to develop and disseminate improved frameworks, assessments, and teaching resources for environmental science literacy. Professional Development (PD) Goals - 4: Develop models of PD that integrate the research efforts of scientists with the professional development needs of K-12 teachers to include a teacher-in-residence program, research internships for teachers, placement of graduate students into K-12 classrooms, professional development workshops leading to graduate credit and/or graduate degrees, and professional learning communities. 5: Develop models of culturally responsive engagement that connect culturally relevant ecological content with different populations of learners. Institutional Goals - 6: Integrate culturally relevant, environmental content-based, PD models for K-12 teachers into district and university programs and outreach activities through the development of graduate training and degrees and in service-learning tracks. 7: Increase the awareness, opportunities and participation of K-12 teachers in content-based professional development activities.