Arizona Collaborative for Excellence in the Preparation of Teachers

亚利桑那州卓越教师培训合作组织

• 批准号: 9453610
• 负责人: Susan Wyckoff
• 金额: $ 551.12万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-07-15 至 2002-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9453610&HistoricalAwards=false
• 关键词: Arizona; Collaborative; Excellence; Preparation; Teachers

The Arizona Collaborative for the Excellence in the Preparation of Teachers (ACEPT) is comprised of Arizona State University (science, engineering, and mathematics faculty), Maricopa Community College District (10 colleges in the Phoenix metropolitan area), and the Navajo Community College in the northeast corner of the state. ACEPT is collaborating with and has its goals aligned with the Phoenix Urban Systemic Initiative project. Specific innovations to be implementation include: 1. a new middle school endorsement with a secondary certification which will have science and math options, 2. reform of elementary curricula-- Introductory Physical Science and Patterns in Nature (a series of integrated-curriculum, issues-oriented lab courses), 3. reform of middle school curricula-- biology, chemistry, geology and mathematics, 4. reform of secondary curricula-- upper level physics courses, 5. incorporation of computers and other multimedia devices into the reformed curricula, 6. increased field experiences for beginning teachers and increased supervision, 7. establishment of a resource center for in-service teachers, 8. a significant increase in the number of teachers well-prepared in science and math who are members of underrepresented groups, and 9. establishment of gender-neutral learning environments. Specific products to be delivered include instrutional CD-ROMs and multi-media software packages, internet-accessible software, curricular materials (lesson plans, teaching guides, books), evaluation materials (science concepts inventory) and a new middle school program. ACEPT intends to seek state approval for a post-baccalaureate Middle School Endorsement within the existing secondary certification. Should this effort fail, ACEPT will still have achieved teachers with secondary certification, who are amply qualified to teach at the middle school levels. Course reforms (principally at the introductory level) are planned for mathematics, physics, geology, and biology. The particular experiences planned for the novice teachers include: being paired with supervising teachers who support appropriate pedagogical methods for teaching science and mathematics, receiving rich and stimulating field experiences which will allow them to utilize the teaching methods learned from the ACEPT curriculum within their own classrooms. ACEPT is committing to provide 10 graduate fellowships (at $5600 each) each year to attract out-of-state minority students into the middle school endorsement program. Within the state of Arizona, ACEPT will seek to recruit minorities and women from affiliated pre-college programs (PRIME, CRCM, and USI), current science, engineering and mathematics students, and existing minority female teachers' aides. Increasing the number of education majors who are members of groups underrepresented in science, mathematics, and engineering from 250 to 500. ACEPT plans to establish, at ASU, a Center for Learning Science and Mathematics to serve as a teacher resource in the Phoenix area. ACEPT also plans to make extensive use of information technology-- linking all ACEPT institutions by internet and emphasizing the development of multimedia presentations which can be distributed via CD-ROM and the internet. Outcomes to be achieved within the grant period include: 1. Increase from 250 minority education majors to 500 2. 8200 K-12 teachers educated (165 certified in math and science see letter dated February 16, 1995 ). 3. 50 university and community college faculty enhanced 4. 75 K-12 teachers will receive in-service education (down from 100 in proposal, see letter dated February 16, 1995). Evaluation of ACEPT activities to measure achievement of desired pedagogic outcomes includes use of the widely respected Force Concept Inventory developed by Hestenes and co-workers as well as the newly developed Science Concept Inventories. Additionally, two generic inventories will be used to assess students attitudes toward science and student beliefs about the processes of science. Assessments using the inventories will occur in both ACEPT and non-ACEPT programs. ACEPT's project activities are being closely coordinated with other large grants made by NSF and other agencies within Arizona

亚利桑那州卓越教师培训合作组织 (ACEPT) 由亚利桑那州立大学（科学、工程和数学学院）、马里科帕社区学院区（菲尼克斯都市区的 10 所学院）和纳瓦霍社区学院组成。该州的东北角。 ACEPT 正在与凤凰城城市系统倡议项目合作，并与其目标保持一致。 即将实施的具体创新包括： 1. 新的中学认可并具有二级认证，其中包括科学和数学选项， 2. 基础课程改革——入门物理科学和自然模式（一系列综合课程、问题）面向实验课程），3. 中学课程改革——生物、化学、地质学和数学，4. 中学课程改革——高级物理课程，5. 计算机和其他课程的结合将多媒体设备纳入改革后的课程， 6. 增加新教师的现场经验并加强监督， 7. 为在职教师建立资源中心， 8. 在科学和数学方面有充分准备的教师数量大幅增加是代表性不足群体的成员，以及 9. 建立性别中立的学习环境。 将提供的具体产品包括教学光盘和多媒体软件包、可上网的软件、课程材料（教案、教学指南、书籍）、评估材料（科学概念清单）和新的中学课程。 ACEPT 打算在现有中学认证范围内寻求州政府批准学士学位后中学认可。 如果这一努力失败，ACEPT 仍将拥有获得中学认证的教师，他们完全有资格在中学任教。 计划对数学、物理、地质学和生物学进行课程改革（主要是入门级）。 为新教师计划的具体经验包括：与支持科学和数学教学的适当教学方法的督导教师配对，获得丰富且令人兴奋的现场经验，这将使他们能够在自己的课堂上运用从 ACEPT 课程中学到的教学方法。 ACEPT 承诺每年提供 10 名研究生奖学金（每名 5600 美元），以吸引州外少数族裔学生加入中学认可计划。 在亚利桑那州，ACEPT 将寻求从附属大学预科项目（PRIME、CRCM 和 USI）中招募少数族裔和女性、当前的科学、工程和数学学生以及现有的少数族裔女教师助理。 将科学、数学和工程领域代表性不足的教育专业学生人数从 250 人增加到 500 人。ACEPT 计划在亚利桑那州立大学建立一个科学和数学学习中心，作为菲尼克斯地区的教师资源。 ACEPT还计划广泛利用信息技术——通过互联网将所有ACEPT机构连接起来，并重点开发可通过CD-ROM和互联网分发的多媒体演示文稿。 拨款期内要实现的成果包括： 1. 将少数族裔教育专业从 250 个增加到 500 个 2. 8200 名 K-12 教师接受教育（165 名获得数学和科学认证，见 1995 年 2 月 16 日的信件）。 3. 增强 50 名大学和社区学院的教职人员 4. 75 名 K-12 教师将接受在职教育（低于提议中的 100 名，见 1995 年 2 月 16 日的信函）。 对 ACEPT 活动进行评估以衡量预期教学成果的实现情况，包括使用 Hestenes 及其同事开发的广受尊重的力概念清单以及新开发的科学概念清单。 此外，还将使用两个通用清单来评估学生对科学的态度以及学生对科学过程的信念。 使用清单的评估将在 ACEPT 和非 ACEPT 计划中进行。 ACEPT 的项目活动正在与 NSF 和亚利桑那州其他机构提供的其他大额赠款密切协调