STEM Achievement in Baltimore Elementary Schools (SABES)

STEM成就在巴尔的摩小学（SABES），核心合作伙伴约翰霍普金斯大学（JHU）和巴尔的摩市公立学校（BCPS）之间的伙伴关系，在社区内工作，建立一个社区企业的STEM学习。 支持合作伙伴包括大霍姆伍德社区公司、公园高地文艺复兴、东南社区发展公司、希腊城社区发展公司、以教育为基础的拉丁裔外展组织、儿童第一管理局、巴尔的摩国家水族馆和马里兰州科学中心。 SABES是一种独特的STEM教育方法，通过吸引3-5年级的BCPS教师和学生，护理人员，社区组织，课后课程提供者，JHU的教师和学生，巴尔的摩高科技企业的成员和当地博物馆，为目标社区内的STEM学习建立专业知识和兴奋。 SABES不仅直接从事约40干教师和1,620多名3-5年级的学生在九所小学在三个高少数民族，低收入，巴尔的摩社区，但它远远延伸到更广泛的社区，借鉴高等教育教师的专业知识在JHU，博物馆和STEM商业领袖。在这个过程中，SABES准备课后STEM项目辅导员在每个社区，创造一个社区范围内的STEM学习文化相关的参与者的生活方式，使照顾者保持学生的好奇心在课堂之外。 SABES工作的一个基本前提是，将科学融入学习者的世界，而不是将学生带入科学家的世界，具有实现深度学习，自我效能和学生代理的巨大潜力。 基于这一观点，SABES在三个低收入的少数民族社区建立了互利合作伙伴关系（MBP），并采用三种主要战略来实现其广泛参与科学，提高学生在STEM方面的成就和提高教师水平的目标。 这些战略是：（1）持续/合作的专业发展，包括专业学习社区，（2）桥梁学校学习与STEM在社区的应用，包括一年两次的社区STEM认可活动，以学生的STEM项目为特色，以及（3）来自JHU和高科技行业的STEM访问专家以及与行动中的职业相关的实地考察。SABES研究议程追求以下问题：1.如果影响评估表明，一些预期的结果是在所需的方向SABES的影响，但其他人没有，什么理论建设或整体的理解教育改进的努力和机制可以从这些调查结果？2.建议的干预措施的哪些方面对于创建一个可持续的STEM社区最有效，而以前在校外几乎没有专业知识或有组织的活动？3.学生组成不同的社区或学校之间的有效性如何变化（例如，种族/民族，和英语语言能力），邻里资源和基础设施，以及学校组织的其他方面（例如，学校中其他可能与SABES争夺员工注意力、校长或教师在职稳定性的高优先级举措）？ 研究设计采用了多层次的应用，生态的角度来看，这将导致有关发展科学素养在一个社区，参与正式和非正式的环境和结构作为资产，为发展科学教学和学习，并检查对成绩的影响，特别是有关缩小成绩差距不同种族的学生，语言水平和收入水平。

STEM Achievement in Baltimore Elementary Schools (SABES), a Partnership between core partners Johns Hopkins University (JHU) and Baltimore City Public Schools (BCPS), works within neighborhoods to build a Community Enterprise for STEM Learning. Supporting Partners include the Greater Homewood Community Corporation, Park Heights Renaissance, Southeast Community Development Corporation, Greektown Community Development Corporation, Education Based Latino Outreach, Child First Authority, Baltimore National Aquarium, and the Maryland Science Center. SABES is a unique approach to STEM education that builds expertise and excitement for STEM learning within target communities by engaging BCPS teachers and students in grades 3-5, caregivers, community-based organizations, afterschool program providers, faculty and students from JHU, members of Baltimore's high-tech businesses, and local museums. SABES not only directly engages approximately forty STEM teachers and more than 1,620 grade 3-5 students at nine elementary schools in three high-minority, low-income, Baltimore neighborhoods, but it extends far into the wider community, drawing on the expertise of higher education faculty at JHU, museums and STEM business leaders. In the process, SABES prepares afterschool STEM project facilitators in each neighborhood, creating a community-wide culture of STEM learning relevant to the lives of its participants in ways that engage caregivers to sustain student curiosity outside of the classroom. A fundamental premise that undergirds SABES' work is that the integration of science into the learner's world, as opposed to bringing students into the world of scientists, has great potential to enable deep learning, self-efficacy and student agency. Grounded in this perspective, SABES establishes Mutually Beneficial Partnerships (MBPs) in three low-income, majority-minority communities and employs three main strategies to obtain its goals of broad participation in science, increased student achievement in STEM, and increased teacher proficiency. These strategies are: (1) sustained/collaborative professional development including professional learning communities, (2) scaffolds that bridge school learning with applications of STEM in the community including biannual community STEM Recognition Events featuring students' STEM projects, and (3) STEM visiting experts from JHU and high-tech industries as well as field trips linked to careers in action.The SABES research agenda pursues the following questions: 1. If the impact evaluation shows that some intended outcomes are affected in desired directions by SABES, but others not, what theory-building or holistic understandings of educational improvement efforts and mechanisms can emerge from these findings? 2. What aspects of the proposed intervention are most effective for creating a sustainable STEM community where previously there exists little expertise or organized activity outside the school? 3. How does effectiveness vary between neighborhoods or schools that differ in student composition (e.g., race/ethnicity, and English language proficiency), neighborhood resources and infrastructure, and other aspects of school organization (e.g., other high-priority initiatives in a school that might compete with SABES for staff attention, stability of principal or teacher incumbency)? The research design employs the application of a multi-level, ecological perspective which will result in important findings related to developing science literacy in a community, engagement of formal and informal settings and structures as assets for developing teaching and learning in science, and examining the impacts on achievement, particularly related to closing the achievement gap among students of different ethnicities, language proficiencies and income levels.