The Urban Mathematics and Science Teacher Collaborative

城市数学和科学教师合作组织

• 批准号: 1439880
• 负责人: Barbara Brizuela
• 金额: $ 179.91万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439880&HistoricalAwards=false
• 关键词: Urban; Mathematics; Science; Teacher; Collaborative

The growing population of English Language Learners (ELLs) in US schools calls for greater attention to preparing mathematics and science teachers to teach students from linguistically diverse backgrounds. The Tufts Urban Mathematics and Science Teacher Collaborative, a Robert Noyce Teacher Scholarship Teaching Fellow/Master Teaching Fellow Phase II project, is a collaboration among three Arts & Sciences departments at Tufts University (Education, Mathematics, and Physics & Astronomy), two public schools in the local Malden Public Schools District (Linden STEAM Academy, focusing on grades 1-8, and Malden High School, focusing on grades 9-12), and a local non-profit organization, the Cheche Konnen Center at TERC, which will provide professional development around learning and teaching Mathematics and Science with students from linguistically diverse backgrounds. The proposal builds on successes and lessons learned during a Phase I project at Tufts. The focus on language diversity is especially relevant given that 65 different language groups are represented in the Malden Schools student body. The Tufts University Urban Mathematics and Science Teacher Collaborative will prepare 8 new Mathematics and Science Teaching Fellows (TFs), and contribute to the development of 4 Master Teaching Fellows (MTFs) over 5 years. It builds on more than 15 years of experience in the preparation of teachers for work in urban schools through the Urban Teacher Training Collaborative (UTTC) in which pre-service teachers work in their assigned schools full-time for a full academic year under the guidance of mentor teachers and university professors. The Collaborative will include grades 1-12 in district-wide conversations about STEM teaching; incorporate more explicit use of video case studies of teaching and learning as tools to reflect on student thinking; tightly integrate Virtual Learning Communities where Phase I and II TFs/MTFs can collaborate; and focus on language practices and equity as ways of understanding students' sense-making in STEM. The Collaborative will bring together the expertise of faculty in the Mathematics, Physics & Astronomy, and Education departments in Arts & Sciences, to provide an enriching and nurturing context in which teachers can deepen and broaden their understanding of Mathematics and Science content, as well as how to teach Mathematics and Science. Concurrently, the investigators will seek to identify and better characterize the conditions under which the teaching fellows and master teaching fellows are able to deepen their own understanding of science and mathematics and to translate that deeper understanding into effective teaching.The Tufts University Urban Mathematics and Science Teacher Collaborative model offers a research-based model for introducing a deeper approach to Mathematics and Science education in a school district that serves a student population from a wide range of language groups. The courses, course materials, examples of effective teaching, and teacher discussion forums will be built as free, open-source, cross-platform modules that universities and schools can use and modify. The project will disseminate the video case studies of student thinking in Science and Mathematics and of reflective practice that the TFs and MTFs develop to form a collection of exemplars shared through a project-designed secure website that can be used by teachers, teacher educators, and researchers for professional development purposes. The research team will use online surveys, classroom observations, and analysis of Common Core State Standards Initiative assessments to follow the Phase I and Phase II Teaching Fellows and Master Teaching Fellows so as to document the impact of project participation on their teaching and on student learning.

美国学校中英语学习者（ELLS）的人口不断增长，要求更多地关注数学和科学老师，以教导来自语言上不同背景的学生。 The Tufts Urban Mathematics and Science Teacher Collaborative, a Robert Noyce Teacher Scholarship Teaching Fellow/Master Teaching Fellow Phase II project, is a collaboration among three Arts & Sciences departments at Tufts University (Education, Mathematics, and Physics & Astronomy), two public schools in the local Malden Public Sc​​hools District (Linden STEAM Academy, focusing on grades 1-8, and Malden High School, focusing on grades 9-12), and a TERC的当地非营利组织，车臣Konnen中心，该组织将与来自语言上不同背景的学生一起学习学习和教学数学和科学。 该提案以成功和经验教训为基础，并在塔夫茨的I阶段项目中学到了教训。鉴于马尔登学校的学生团体有65个不同的语言群体，对语言多样性的关注尤其重要。塔夫茨大学城市数学和科学老师合作将准备8个新的数学和科学教学研究员（TFS），并在5年内为4个大师教学研究员（MTF）做出了贡献。它以15年以上的经验为基础，该经验在为城市学校的教师培训合作培训（UTTC）的准备工作中，在这些教师培训合作培训（UTTC）下，在该教师的指导下，在这些教师的指导下，在这些教师的指导下，在这些教师的指导下，在指定的学校中工作。 该协作将包括有关STEM教学的全区范围对话中的1至12年级；将教学和学习的视频案例研究更加明确，作为反思学生思维的工具；紧密整合了I和II阶段TFS/MTF可以协作的虚拟学习社区；并专注于语言实践和公平作为理解学生在STEM中的理解的方式。 该协作将汇集教师在数学，物理与天文学以及艺术与科学教育部门的专业知识，以提供丰富和培养的环境，在这些环境中，教师可以加深和扩展他们对数学和科学内容的理解，以及如何教授数学和科学。同时，调查人员将寻求确定和更好地表征教学研究员和大师教学研究员能够加深对科学和数学的理解，并将更深入的理解转化为有效的教学。塔夫茨大学城市脉大学数学和科学教师合作模型为基于研究的模型提供了一种较深的模型，以介绍一系列数学和科学教育的范围。课程，课程材料，有效的教学示例和教师讨论论坛将作为免费的，开源的，跨平台的模块建立，大学和学校可以使用和修改。该项目将传播有关科学和数学中学生思维的视频案例研究以及TFS和MTFS开发的反思性实践，以形成通过项目设计的安全网站共享的典范，该网站可以由教师，教师教育者和研究人员用于专业发展目的。研究团队将使用在线调查，课堂观察以及对共同核心州标准计划评估的分析，以遵循第一阶段和第二阶段的教学研究员和大师教学研究员，以记录项目参与对他们的教学和学生学习的影响。