Boston Science Partnership

波士顿科学合作伙伴

• 批准号: 0412390
• 负责人: Hannah Sevian
• 金额: --
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-15 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0412390&HistoricalAwards=false
• 关键词: Boston; Science; Partnership

The Boston Science Partnership (BSP) is comprised of the following core partners: the Boston Public School (BPS) System, Northeastern University (NEU) and the University of Massachusetts Boston (UMB), as the lead organization. The Harvard Medical School and the College Board participate as supporting partners. This Partnership comes together to significantly enhance student achievement and teacher quality in grades 6-12 science. The BSP vision is that challenging science courses will be taught by highly qualified teachers; advanced science courses will be accessible to all BPS students; university faculty will work side-by-side with K-12 teachers in science education reform; and structures will be in place to promote student achievement in grade 6 through graduate level in science and engineering. The goals of the Partnership are to raise BPS student achievement in science, significantly improve the quality of BPS science teachers, increase the number of students who succeed in higher-level courses in science and who are admitted to and retained in university science and engineering programs, improve science teaching both in BPS and at the universities, and institutionalize these changes so that the Boston Science Partnership and its work will be sustained. Distinctive strategies that support BSP in obtaining its goals include:--Combining the College Board's vertical teaming approach with BPS' own Collaborative Coaching and Learning (CCL) model, which requires teachers to inquire into their own and each other's teaching practices in an effort to improve student achievement;--Collaboration by science professors and BPS science teachers to develop graduate courses that contextualize content in support of the specific curriculum that teachers are expected to deliver in BPS classrooms; and--Joining together of engineering faculty and BPS science teachers to interpret the technology/engineering strand of the Massachusetts Science Frameworks in light of the national technology frameworks, and to create a graduate course in engineering that prepares teachers to teach this material as part of the science curriculum.Evaluation measures associated with project implementation will be complemented by research efforts intended to answer questions such as: What are the institutional capacities and barriers of UMB and NEU that will advance or inhibit the sustainability of the innovations they have initiated within their own institutions through the BSP? What are the institutional capacities and barriers that explain the abilities of UMB and NEU to achieve authentic and sustainable collaborations with each other in order to improve science teaching and learning within BPS? How do the strategies that UMB and NEU use to manage their capacities and barriers to change enhance the field's understanding of and ability to achieve sustainable change within institutions of higher education? What are the roles that vertical teaming, contextualized courses, and the use of the CCL model play in the development of high quality teachers? In what ways does science instruction in university science courses improve as a result of science professors' a) increased knowledge about how students learn and K-12 science education including the National Science Education Standards, and b) observations of high-quality K-12 science teachers and participation in debriefing discussions about inquiry-based teaching practices based on how students learn? The BSP research agenda will be carried out jointly by UMB and the Education Development Center (EDC) with the Program Evaluation and Research Group (PERG), Lesley University, providing leadership for project evaluation.The work of the BSP has the potential of impacting 14,759 students in grades 6-8, 18,305 students in grades 9-12, 186 full-time science teachers, and 256 teachers who teach science part of the day.

波士顿科学合作伙伴关系（BSP）由以下核心合作伙伴组成：波士顿公立学校（BPS）系统，东北大学（NEU）和马萨诸塞大学波士顿大学（UMB），作为主要组织。 哈佛医学院和大学委员会作为支持伙伴参加。 这种伙伴关系汇集在一起​​，可以显着提高6 - 12年级科学的学生成就和教师质量。 BSP的愿景是，挑战性的科学课程将由高素质的老师教授。所有BPS学生都可以访问高级科学课程；大学教职员工将与K-12的科学教育改革教师并肩合作；结构将建立在科学和工程学领域的研究生水平上，以促进学生成绩。 合作伙伴关系的目标是提高BPS学生在科学方面的成就，大大提高BPS科学教师的质量，增加在科学领域获得高级课程并被接受并保留在大学科学和工程课程中并保留在BPS中的科学教学和保留的学生的数量，并在大学和大学中都在大学中进行了研究，并使这些变化使这些变化使Boston Science及其工作及其工作及其工作及其工作。支持BSP获得其目标的独特策略包括： - 将大学董事会的垂直组合方法与BPS自己的协作教练和学习（CCL）模型相结合，该模型要求教师询问自己和彼此的教学实践，以努力提高学生的成就，以提高学生的成就；教室；以及 - 与工程教师和BPS科学教师共同解释马萨诸塞州科学框架的技术/工程链，根据国家技术框架，创建工程学的研究生课程，以使教师向科学课程的一部分进行教师的教学准备，以辅助项目和诸如诸如研究的努力与诸如诸如研究的问题相辅相成：将通过BSP推进或抑制他们在自己机构中发起的创新的可持续性的NEU？ 为了改善BPS内的科学教学和学习，解释UMB和NEU实现真实和可持续合作的能力的机构能力和障碍是什么？ UMB和NEU用于管理其能力和改变障碍的策略如何增强该领域对高等教育机构内实现可持续变化的能力的理解和能力？ 垂直组合，情境化课程以及CCL模型在高质量教师发展中扮演的角色是什么？科学教授的科学教学课程在哪些方面有所改善，a）对学生的学习方式和K-12科学教育的知识增加了，包括国家科学教育标准，b）观察高质量的K-12科学教师，并参与汇报有关基于询问的教学实践的汇报讨论，以基于学生的学习方式？ BSP研究议程将由UMB和教育开发中心（EDC）与莱斯利大学的计划评估与研究小组（PERG）共同执行，为项目评估提供领导才能。BSP的工作有可能影响14,759名6至8年级的学生，在9-12年级，186年级的教师教师和256年教师的教师和256名教师中，该年级的18,305名学生在186-12年级的学生中受到教学。