Evaluation of the Impact of a Sustained Scientist-in-the-Classroom Program

持续的科学家课堂计划的影响评估

• 批准号: 7821825
• 负责人: VIRGINIA L SHEPHERD
• 金额: $ 49.68万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-24 至 2011-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7821825
• 关键词: Achievement; Address; Amaze; Area; Attitude; Award; Belief; Career Choice; Collaborations; Communication; Communities; Country; Data; Databases; Discipline; Education; Educational process of instructing; Effectiveness; Engineering; Evaluation; Faculty; Federal Government; Foundations; Funding; Future; Goals; Grant; Hand; Hand functions; Impact evaluation; Institution; Institutionalization; Intervention; Interview; Knowledge; Leadership; Learning; Longevity; Mathematics; Measures; Modeling; National Research Council; Nature; Outcome; Participant; Performance; Play; Positioning Attribute; Preparation; Problem Solving; Program Sustainability; Publishing; Reporting; Retrospective Studies; Role; School Teachers; Schools; Science; Scientist; Site; Students; Study models; Surveys; System; Technology; Tennessee; Testing; Time; Trust; Universities; base; career; college; design; experience; falls; graduate student; high school; interest; intervention effect; medical schools; metropolitan; middle school; multidisciplinary; outreach; outreach program; programs; public health relevance; response; science education; skills; statistics; teacher

DESCRIPTION (provided by applicant): This project addresses broad Challenge Area (12): Science, Technology, Engineering and Mathematics Education (STEM), and specific Challenge Topic 12-OD-101*: Efficacy of educational approaches toward promoting STEM competencies. Project Title: Evaluation of the Impact of a Sustained Scientist in the Classroom Program In the current application, we are proposing to evaluate the efficacy of the sustained Vanderbilt University- Metropolitan Nashville Public Schools-Tennessee State University-Meharry Medical College-Fisk University GK12/Scientist in the Classroom Program (SCP) on the long-term impact of placement of scientists in middle school classrooms to enhance the learning and teaching of science. Vanderbilt University, in partnership with Meharry Medical College and Metropolitan Nashville Public Schools (MNPS), was a recipient of one of the first GK12 grants and a three year renewal in 2003, for a total of six years of funding. The basic model of this program has been to partner graduate or postgraduate fellows with middle school teachers to team-teach hands-on/inquiry-based science in middle school classrooms. Like other universities with GK12 programs, we conducted formative evaluation within our program, demonstrating an increase in teachers' understanding of the nature of science, an increase in student understanding of science through pre- and post-content tests, and an increase in fellows' communication skills. Although our program, like others, has demonstrated short term impacts on participants, what has been lacking is the effect of this intervention on long-term and sustained changes in STEM learning and teaching, preparation of future STEM faculty, and institutional change. Vanderbilt is uniquely poised to carry out the proposed evaluative study of the efficacy of a scientist-teacher partnership model on enhancing STEM competencies for several reasons: 1) Vanderbilt is only one of two programs out of 189 nationally that has sustained the primary GK12 model with no continuing federal funding. 2) Vanderbilt is the only site with four higher education partners which has led to strengthened relationships and collaborative programs contributing to the stability of the program. 3) A high degree of trust has developed between the universities and the public school system with an understanding and confidence that the program will continue; this has resulted in significant funding from the school system for sustainability of the program. 4) The enthusiastic support of teachers and principals within the public school system and the sustainability of the program during many top administrative changes support the belief that the program will continue. 5) We have had an amazing level of consistency within the program, with only two program coordinators during the ten years; partnership with the same school system; a focus on the same grades (middle school); a multidisciplinary theme; and the same original partners and primary PIs (with two additional universities added in 2003/2005). It should also be noted that this model, started at Vanderbilt, is now being implemented by several other GK12 sites throughout the country as they begin to focus on sustainable, post- NSF funding models. The studies proposed in the current application will examine the impact of this ten-year program on K-12 students, teachers, and graduate fellows, as well as the impact on the university and school system partners as described in detail below. The power of this study lies with the longevity of the program, access to all of the previous participants for interviews and surveys, and the opportunity to obtain longitudinal data for a large number of students who experienced fellows matched to control students without a scientist. Because our program has remained consistent in program design, program directors, program coordinators, and partner school system for ten years, we will be able to utilize a wealth of data based on a stable, long-term intervention. These factors will be of great importance as we ascertain the impact of the program. Results from these findings could provide sufficient information to determine if the program resulted in changed student attitudes or achievement in science; changed teacher practice in the classroom resulting in increased use of inquiry-based science lessons, and enhanced understanding of science concepts; enhanced understanding of the needs of K-12 schools by fellows, and strengthened communication and teaching skills; and increased integration of program components into regular graduate educational programs at the universities. In addition, if results demonstrate significant impacts on participants, this information could provide other K-12 programs with a model to adapt for sustaining their GK12 program beyond federal funding. Results from the proposed studies have the potential to contribute crucial information to determine whether scientist teacher partnerships both in and outside the classroom dramatically enhance the learning and teaching of STEM concepts. Public Health Relevance: The Vanderbilt University GK12/Scientist in the Classroom Program (SCP) has partnered scientists and teachers in middle school classrooms in an effort to enhance the learning and teaching of science. Over the past nine years, some of the goals of the program have been to increase the science achievement of middle and high school students and to encourage students to pursue careers in science. The proposed project will evaluate the long-term impact of scientists in middle school classrooms.

描述（由申请人提供）：该项目解决了广泛的挑战领域（12）：科学，技术，工程和数学教育（STEM）和特定的挑战主题12-OD-101*：教育方法在促进STEM能力方面的功效。项目名称：评估当前申请中持续科学家在课堂课程中的影响，我们建议评估持续的范德比尔特大学 - 纳什维尔公立学校 - 纳什维尔公立学校tennessee tennessee tennessee-Meharry Medical Collessical College College-Fisk University gk12/ gk12/ gk12/ gk12/ gk12/课堂计划（SCP）的科学家对中学教室中科学家的长期影响以增强科学的学习和教学。范德比尔特大学（Vanderbilt University）与梅哈里医学院（Meharry Medical College）和大都会纳什维尔公立学校（MNPS）合作，是最早的GK12赠款之一，并在2003年获得了三年续期的接受者，共有六年的资金。该计划的基本模型是与中学老师合作研究生或研究生研究员，以在中学教室的基于动手/询问的科学上进行团队教育。像其他具有GK12计划的大学一样，我们在计划中进行了形成性评估，表明教师对科学本质的理解有所提高，通过前后测试对学生对科学的理解提高，并增加了家伙的研究。沟通技巧。尽管我们的计划与其他计划一样，已经证明了对参与者的短期影响，但缺乏这种干预对长期和持续变化的STEM学习和教学的影响，未来的STEM教师的准备以及机构变化。 范德比尔特（Vanderbilt）独特地准备进行拟议的评估研究，以了解科学家教师合作伙伴模型在增强STEM能力方面的功效，原因有几个原因：1）范德比尔特（Vanderbilt没有持续的联邦资金。 2）范德比尔特（Vanderbilt）是唯一一个拥有四个高等教育合作伙伴的地点，这导致了加强关系和协作计划，从而有助于该计划的稳定性。 3）大学与公立学校体系之间已经建立了高度的信任，并了解该计划将继续；这为该计划的可持续性提供了学校系统的大量资金。 4）公立学校系统中教师和校长的热情支持以及在许多主要行政变更中的计划的可持续性支持该计划将继续的信念。 5）我们在该计划中的一致性很高，在十年中只有两个计划协调员；与同一学校系统的合作伙伴关系；专注于同一年级（中学）；多学科主题；以及相同的原始合作伙伴和主要的PI（2003/2005增加了两所大学）。还应注意的是，该模型始于范德比尔特（Vanderbilt），目前正在全国各地的其他几个GK12站点开始实施，因为它们开始专注于可持续的，后NSF后的资金模型。 当前申请中提出的研究将研究该十年计划对K-12学生，老师和研究生研究员的影响，以及对大学和学校系统合作伙伴的影响，如下所述。这项研究的力量在于该计划的寿命，访问所有以前的参与者进行访谈和调查，以及为许多经验丰富的学生提供纵向数据的机会。由于我们的计划在计划设计中一直保持一致，计划主管，计划协调员和合作伙伴学校系统已有十年了，因此我们将能够基于稳定的长期干预来利用大量数据。当我们确定该计划的影响时，这些因素将非常重要。这些发现的结果可以提供足够的信息来确定该计划是否导致了学生的态度或科学成就的变化；在课堂上改变了教师的实践，导致增加了基于询问的科学课程的使用，并增强了对科学概念的理解；增强对需求的理解 研究员的K-12学校，并加强了沟通和教学技巧；并将计划组件集成到大学的常规研究生教育计划中。此外，如果结果对参与者产生了重大影响，则此信息可以为其他K-12计划提供模型，以适应其超出联邦资金的GK12计划。拟议的研究的结果有可能贡献重要的信息，以确定课堂内外的科学家教师伙伴关系是否会显着增强STEM概念的学习和教学。 公共卫生相关性：范德比尔特大学GK12/课堂课程（SCP）的科学家与中学教室的科学家和教师合作，以增强科学的学习和教学。在过去的九年中，该计划的一些目标是增加中学生的科学成就，并鼓励学生从事科学职业。拟议的项目将评估中学教室中科学家的长期影响。