Science Education for Equity in K-6 (SEEK)

该项目旨在满足国家在小学培养高素质科学教师领导的需要。小学科学教学的质量在地区和学校之间差异很大。然而，以学生的经验和社区为中心的公平的科学教学必须从幼年开始，让所有学生都把自己看作科学的参与者，并把科学看作与他们的生活有关。该项目将支持华盛顿西北部四个高需求地区的16名硕士教师研究员，以引导小学向公平，高质量的科学教学转变，同时与西华盛顿大学的教师教育工作者合作，调整教师准备课程的课程和实践。此外，两个以环境教育为重点的社区组织将与教师领导合作，将基于地点的教育纳入其科学课程。西华盛顿大学的这个项目包括与华盛顿西北部四个高需求学区的合作伙伴关系：贝灵汉、弗农山、努克萨克和塞德罗-伍利，以及斯卡吉特保护教育联盟、Whatcom环境教育联盟，西北教育服务区。项目目标包括：（1）建立一个教师领导模式，在参与的学校中实现公平、有效的科学教育的共同愿景;（2）在互惠学习的基础上，在小学、高等教育和社区组织之间建立可持续的伙伴关系，在K-6科学教育和教师准备之间建立一致性;（3）对以公平为中心的教师领导者发展的基本要素和结果进行知识生成。基于研究的流程和工具将用于制定教师领导模式，该模式使用网络改进社区，以快速测试和评估针对学校科学教育愿景的创新。高需求学区的原则将参与专业发展。 他们沿着名师研究员将带头创造条件，在小学一级实施真正公平、高质量的科学教育。这个轨道3：硕士教学奖学金项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need of developing highly qualified science teacher leaders in elementary schools. The quality of elementary science instruction varies significantly between districts and schools. Yet, equitable science instruction, centered in students’ experiences and communities, must start at an early age for all students to see themselves as participants in science and to see science as relevant to their lives. This project will support 16 Master Teacher Fellows in four high-needs districts in Northwest Washington to lead change toward equitable, high quality science instruction in elementary schools, while working with teacher educators at Western Washington University to align curriculum and practices in teacher preparation courses. In addition, two environmental education-focused community organizations will work with the teacher leaders to integrate place-based education into their science curricula.This project at Western Washington University includes partnerships with four high-need school districts in Northwest Washington: Bellingham, Mount Vernon, Nooksack, and Sedro-Woolley, as well as with the Skagit Conservation Education Alliance, Whatcom Coalition for Environmental Education, and the Northwest Educational Service District. Project goals include: (1) Building a teacher leadership model that will enact a shared vision of equitable, effective science education in participating schools; (2) Developing sustainable partnerships between elementary schools, higher education, and community organizations based on reciprocal learning that builds coherence between K-6 science education and teacher preparation; and (3) Generating knowledge about essential elements and outcomes of equity-focused teacher leader development. Research-based processes and tools will be used to enact a model of teacher leadership that uses networked improvement communities to enable rapid testing and evaluation of innovations targeting the schools’ vision for science education. Principles of high-need school districts will participate in professional development. They along with the Master Teacher Fellows will take leadership in creating the conditions to enact truly equitable, high-quality science education at the elementary level. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.