Modeling for Fidelity: Mentored Dissemination of a Novel Curriculum about Infecti

保真度建模：关于感染的新课程的指导传播

• 批准号: 8413917
• 负责人: KARINA F MEIRI
• 金额: $ 18.8万
• 依托单位: TUFTS UNIVERSITY BOSTON
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-15 至 2018-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8413917
• 关键词: Active Learning; Address; Advertising; Anti-Infective Agents; Behavior; Belief; Biology; Boston; Caring; Case Study; Cessation of life; Child; Collaborations; Communicable Diseases; Communities; Complex; Development; Education; Educational Curriculum; Educational process of instructing; Evolution; Face; Fostering; Future; Goals; Health; Home environment; Human; Infection; Infectious Diseases Research; K-12 Education; Knowledge; Learning; Life Style; Literature; Medical Students; Mentors; Methods; Microbe; Microbial Antibiotic Resistance; Modeling; Participant; Problem Solving; Protocols documentation; Quality of life; Research; Resources; Schedule; Schools; Science; Scientific Advances and Accomplishments; Scientist; Services; Societies; Structure; Students; System; Teacher Professional Development; Thinking; Time; Translating; United States National Academy of Sciences; United States National Institutes of Health; base; behavior change; burden of illness; case-based; college; design; doctoral student; experience; flexibility; high school; improved; innovation; literacy; literate; medical schools; meetings; model development; mortality; novel; pathogen; peer; programs; public health relevance; response; science education; segregation; skills; socioeconomics; symposium; teacher; twelfth grade; virtual

DESCRIPTION (provided by applicant): The infectious disease (ID) burden has doubled in the US since its all-time low in 1980, in large part because of changes in human behavior. As a consequence, how ID will impact us in the future critically depends on how successful we will be in educating a literate citizenry able to make lifestyle choices that limit the impact of infection Despite this, ID rarely focuses in the high school classroom, in part because few teachers have been exposed to the topic, but also because the structure of teacher professional development conspires to segregate teachers from ID content experts, most of whom are in medical schools. To address this need we partnered with teachers to produce a comprehensive curriculum designed to engage high school students in the impact of ID on global society. Successful implementation of novel curricula requires intensive teacher support. In response we developed a professional development model in which near-peer content expert mentors and master teachers collaborate to model how to effectively teach complex concepts. In this way teachers learn strategies to confidently implement new material. We call this approach "Modeling for fidelity". Here we propose to leverage this model and our ID curriculum as graduate-level courses that will disseminate the materials nationally, both face-to-face and online. The curriculum addresses the most recent national science education standards in biology and in literacy using an innovative framework focused on five core questions about ID - Why should I care about ID?; What does it mean to have an ID?; How does a microbe become a pathogen?; How do pathogens make us sick? How do I get better? It uses Socratic and Case- based approaches that foster active learning together with interactive activities and extended literacy components. It is specifically designed to bring inquiry based learning to schools with few resources or scheduling that precludes extensive hands-on experience. It is also flexible enough to incorporate any existing activities that further our learning objectives. Critically our graduat courses will also teach teachers skills to identify, locate and evaluate the reliable resources the need to remain current and keep the curriculum dynamic, as well as strategies to effectively adapt the curriculum for their specific classroom needs. Teacher participants in the courses will receive intensive support to pilot the curriculum in the classroom with diverse students. Gains in content knowledge and fidelity of implementation will be rigorously evaluated and best practices for dissemination established. The face-to-face graduate courses will prepare approximately 120 teachers from across the US, while the virtual learning platform will capture material from these courses and disseminate it freely on line. Crucially the virtual learning platform will also involve a direct mentoring component. Together they have the potential to reach significant numbers of teachers and students each year. Our approach meets the need for high-quality, integrated curricula designed for 21st Century learners while helping students build the deep understanding needed to make informed choices about their health.

描述（由申请人提供）：自1980年以来，传染病（ID）的负担在美国的历史最低水平以来已经翻了一番，这在很大程度上是由于人类行为的变化。结果，ID在未来将如何影响我们的影响取决于我们在教育能够做出能够限制感染影响的生活方式选择的识字公民方面的成功 尽管如此，ID很少专注于高中教室，部分原因是很少有教师接触到这个主题，而且还因为教师专业发展的结构密谋与ID内容专家的教师隔离，大多数人都在医学院中。为了满足这一需求，我们与教师合作，制作了一项综合课程，旨在吸引高中生对ID对全球社会的影响。成功实施新课程需要密集的教师支持。作为回应，我们开发了一种专业发展模型，在该模型中，近距离内容专家和硕士教师合作，建模如何有效地教授复杂的概念。通过这种方式，教师学习了自信实施新材料的策略。我们将这种方法称为“为忠诚建模”。在这里，我们建议利用该模型和我们的ID课程作为研究生级课程，这些课程将在全国范围内面对面和在线分发材料。该课程使用创新的框架针对ID的五个核心问题来解决生物学和扫盲方面的最新国家科学教育标准 - 我为什么要关心ID？拥有ID是什么意思？微生物如何成为病原体？病原体如何使我们生病？我如何变得更好？它使用苏格拉底式和基于案例的方法，以促进积极学习以及互动活动和扩展扫盲组成部分。它是专门设计的，旨在将基于询问的学习带给很少的资源或日程安排的学校，从而排除了丰富的动手经验。它也足够灵活，可以纳入任何实现我们学习目标的现有活动。至关重要的是，我们的毕业课程还将教师技能识别，找到和评估可靠资源 需要保持最新状态并保持课程动态，以及有效地适应其特定课堂需求的策略。课程的教师参与者将获得大量支持，以与不同的学生一起在课堂上驾驶课程。内容知识的收益和实施忠诚度将经过严格评估，并为建立传播的最佳实践。面对面的研究生课程将为来自美国各地的大约120名教师做好准备，而虚拟学习平台将从这些课程中捕获材料并在线上自由传播。至关重要的是，虚拟学习平台还将涉及直接指导组件。他们每年都有可能吸引大量教师和学生。我们的方法满足了为21世纪学习者设计的高质量，综合课程的需求，同时帮助学生建立了对他们健康做出明智选择所需的深刻理解。