Foundations for Student Success: National After School Network

学生成功的基础：全国课后网络

• 批准号: 8071701
• 负责人: NANCY P MORENO
• 金额: $ 9.99万
• 依托单位: BAYLOR COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-06 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8071701
• 关键词: AIDS/HIV problem; Accountability; Achievement; Address; Adult; American; Antibiotic Resistance; Attitude; Avian Influenza; Award; Awareness; Belief; Biological Sciences; Biomedical Research; Charge; Collaborations; Communicable Diseases; Communities; Developing Countries; Development; Disadvantaged; Disease; Educational Curriculum; Educational process of instructing; Effectiveness; Engineering; Enrollment; Ensure; Environment; Environmental Health; Evolution; Face; Family; Foundations; Future; General Population; Hand; Health; Health Occupations; Health Sciences; Hour; Human body; Hypersensitivity; Improve Access; Institution; Intervention; Knowledge; Lead; Learning; Link; Location; Malaria; Medicine; Metric; Modeling; Montana; Neurosciences; Online Systems; Outcome; Pathway interactions; Peer Review; Physiological; Population; Readiness; Recruitment Activity; Reporting; Research; Research Personnel; Resources; Risk; Rural; School Teachers; Schools; Science; Scientist; Secondary Schools; Severe Acute Respiratory Syndrome; Site; Societies; Source; Stream; Students; System; Teaching Materials; Testing; Texas; Training; Underrepresented Minority; Update; Work; Youth; after-school program; base; body system; career; career development; college; design; early experience; eighth grade; experience; forgetting; global health; health literacy; high school; improved; innovation; interest; literate; meetings; middle school; programs; skills; success; teacher; tool; trafficking; tribal leader; AIDS/HIV problem; Accountability; Achievement; Address; Adult; American; Antibiotic Resistance; Attitude; Avian Influenza; Award; Awareness; Belief; Biological Sciences; Biomedical Research; Charge; Collaborations; Communicable Diseases; Communities; Developing Countries; Development; Disadvantaged; Disease; Educational Curriculum; Educational process of instructing; Effectiveness; Engineering; Enrollment; Ensure; Environment; Environmental Health; Evolution; Face; Family; Foundations; Future; General Population; Hand; Health; Health Occupations; Health Sciences; Hour; Human body; Hypersensitivity; Improve Access; Institution; Intervention; Knowledge; Lead; Learning; Link; Location; Malaria; Medicine; Metric; Modeling; Montana; Neurosciences; Online Systems; Outcome; Pathway interactions; Peer Review; Physiological; Population; Readiness; Recruitment Activity; Reporting; Research; Research Personnel; Resources; Risk; Rural; School Teachers; Schools; Science; Scientist; Secondary Schools; Severe Acute Respiratory Syndrome; Site; Societies; Source; Stream; Students; System; Teaching Materials; Testing; Texas; Training; Underrepresented Minority; Update; Work; Youth; after-school program; base; body system; career; career development; college; design; early experience; eighth grade; experience; forgetting; global health; health literacy; high school; improved; innovation; interest; literate; meetings; middle school; programs; skills; success; teacher; tool; trafficking; tribal leader

DESCRIPTION (provided by applicant): The US K-12 educational system is not producing enough skilled graduates to meet future needs for science professionals and a science- and health-literate population. Problems with student achievement in science begin in elementary and middle school. Approaches that provide experiences outside normal school hours offer promise for preparing students for success in high school and beyond. However, despite the clear need to apply all available options to develop students' awareness of, and interest in life sciences and biomedical research, few materials or resources on these topics are tailored specifically for after school programs. Baylor College of Medicine (BCM), in partnership with the Houston Independent School District, the American Physiological Society, and Hopa Mountain (community-based organization serving rural and tribal leaders in the Northern Rocky Mountains and Montana), proposes to develop, evaluate and disseminate a new after school program model that utilizes an informal setting and engaging content to improve middle school students' science learning experiences, skills development and career awareness related to human body systems, infectious disease and allergy research. The model will be implemented and evaluated at five sites across the US with high enrollments of disadvantaged students. Project specific aims are to: (1) recruit and support a national team of teacher leaders, who will work together and with BCM scientists and educators to develop a year-long curriculum and supporting materials for an after school bioscience enrichment program (Bioscience After School) for grades 6-8; (2) evaluate the curriculum and supporting materials, in collaboration with the cadre of teacher leaders and project partners, by implementing after school bioscience enrichment programs in five locations across the US; (3) revise the curriculum and supporting materials, and develop web-based tools-such as discussion forums, streaming video lesson demonstrations and downloadable teaching materials-for teachers who lead Bioscience After School programs; and (4) disseminate all project-related resources (lesson demonstrations, teacher professional development sessions, templates for setting up after school science clubs, and student activities and materials) free-of-charge via the websites, BioEd Online (www.bioedonline.org) and K8 Science (www.k8science.org), and through more traditional pathways. All aspects of the project will be evaluated, both formatively and summatively, to gauge (the quality and effectiveness with which project components are delivered and implemented, and the overall value of the experiences provided to teachers and students.

描述（由申请人提供）：美国K-12教育系统没有产生足够的熟练毕业生，无法满足科学专业人士的未来需求以及科学和健康识别的人群。科学成绩的问题始于小学和中学。 提供正常上学时间以外的经验的方法为学生在高中及以后的成功中做好准备。但是，尽管显然需要应用所有可用的选项来发展学生对生命科学和生物医学研究的兴趣，但这些主题的材料或资源很少是专门针对课后课程量身定制的。 Baylor College of Medicine (BCM), in partnership with the Houston Independent School District, the American Physiological Society, and Hopa Mountain (community-based organization serving rural and tribal leaders in the Northern Rocky Mountains and Montana), proposes to develop, evaluate and disseminate a new after school program model that utilizes an informal setting and engaging content to improve middle school students' science learning experiences, skills development and career awareness related to human body systems, infectious disease和过敏研究。该模型将在美国各地的五个地点进行实施和评估，其中处于不利地位的学生的入学人数很高。项目特定目标是 至：（1）招募和支持一支由教师领导者组成的国家团队，他们将共同努力，并与BCM科学家和教育工作者一起开发长达一年的课程，并为毕业后的生物科学丰富计划（放学后的生物科学）提供支持材料，以6至8年级的成绩； （2）通过在美国五个地点实施课后生物科学丰富计划，以与教师领导者和项目合作伙伴的干部合作评估课程和支持材料； （3）修改课程和支持材料，并开发基于Web的工具，例如讨论论坛，流式视频课程演示和可下载的教材，他们在放学后领导生物科学的教师； （4）通过网站免费传播所有与项目相关的资源（课程演示，教师专业发展会议，用于设置课后科学俱乐部的模板以及学生的活动和材料），该网站是通过网站，Bioed Online（www.bioedonline.org）和K8 Science（www.k8science.org）以及通过更传统的路径。将对项目的所有方面进行表达和总结评估（以交付和实施项目组件的质量和有效性，以及提供给教师和学生的经验的总体价值。