Partnerships For Early Childhood Curriculum Development: Readiness Through Integrative Science And Engineering (RISE)

幼儿课程开发合作伙伴关系：通过综合科学与工程 (RISE) 做好准备

• 批准号: 1221065
• 负责人: Christine McWayne
• 金额: $ 213.15万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1221065&HistoricalAwards=false
• 关键词: Partnerships; Early; Childhood; Curriculum; Development

The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. University partners include Tufts, Rutgers, Miami, and Northern Iowa, who will work with ABCD Head Start. An innovative feature is the incorporation of family funds of knowledge as a basis for the curriculum development. There are two research questions. 1. What are the most productive procedures for appropriate application of the full integrated RISE curriculum in Head Start classrooms serving DLL children? 2. What is the impact of the fully integrated RISE curriculum versus the comparison condition on teacher attitudes, classroom instruction, and quality, home-school relationships, and DLL children's STE knowledge and approaches to learning? In years 1 and two, 5 teachers are being supported, with 10 teachers in year 3. Participating parents are 40, 105, and 180 for years 1, 2 and 3. Professional development and mentoring is being provided for the teachers, and parent-teacher discussion groups are facilitating communication. The research data is based on extensive classroom observations as well as interviews and surveys. For question 2, the project plans a quasi-experimental study of 10 RISE and 8 randomly selected comparison classrooms sampling 10 students in each classroom. Data will be analyzed with ANCOVA. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences. The curriculum materials are to be posted on the Tufts University website and a commercial publisher is being sought. Units are to be 6-12 weeks in duration, with a typical classroom engaging approximately four units. With the growing population of DLL students and the recognition that early childhood education in STE makes significant contributions to children's education, this project has the potential for national impacts.

RISE项目正在为科学，技术和工程（Ste）中的双语言学习者（DLL）创建课程资源。 参与者包括在波士顿地区被选为西班牙裔和中国学生及其家人的波士顿地区的Pre-K计划的老师。大学合作伙伴包括簇绒，罗格斯，迈阿密和爱荷华州北部，他们将与ABCD Head Start合作。 创新的特征是将家庭资金纳入课程发展的基础。有两个研究问题。 1。在为DLL儿童提供服务的Head Start教室中适当应用完整的Rise Rise课程的最有生产力的程序是什么？ 2。完全综合的上升课程与比较条件对教师态度，课堂教学以及质量，家庭学校关系以及DLL儿童的Ste知识和学习方法的影响是什么？在1年和二年中，有5名教师得到了支持，在第3年中有10名教师。参与的父母是1、2和3年的40、105和180。研究数据基于广泛的课堂观察以及访谈和调查。对于问题2，该项目计划对10个上升和8个随机选择的比较教室进行准实验研究，每间教室中的10名学生。 数据将与ANCOVA分析。该课程将基于马萨诸塞州的框架，这是仅有少数具有Pre-K标准的州之一。评估将监测研究和发展的进步以及对目标受众的传播。课程材料将发布在塔夫茨大学网站上，并正在寻求商业出版商。 单位的持续时间应为6-12周，典型的教室大约有四个单位。 随着DLL学生人数不断增长，并且认识到STE的幼儿教育为儿童的教育做出了重大贡献，该项目具有国家影响的潜力。