KOSEN 한인과학기술자네트워크

Elementary, Secondary, and Informal Education Primary Sponsor: National Science Foundation Deadline: 3/5/2001; 5/9/2001; 5/18/2001; 8/23/2001 KEYWORDS Type: Program Solicitation and Guidelines Subtype: Program Announcement & Information Informal Science Education Preliminary, No Later Than-March 5; Full-May 31 Preliminary, No Later Than-August 2; Full-November 15 Except for the following: - ASCEND Projects Preliminary-August 14; Full-November 15 Instructional Materials Development Preliminary-May 9; Full-August 23 Teacher Enhancement Applied Research (separate projects) Preliminary-May 18; Full-September 10 DIRECTORATE FOR EDUCATION AND HUMAN RESOURCES NSF's Directorate for Education and Human Resources (EHR) programs promote student, teacher, and faculty development, as well as improved public science literacy, through the support of projects that operate on national, regional, and local levels. Five long-term goals of EHR aim at delivery of quality SMET education to all students, especially those from population groups traditionally underrepresented in these disciplines. EHR programs work toward a future where: - High-quality SMET education is available to every child in the United States, enabling all who have interest and talent to pursue scientific and technical careers at any level and supporting scientific literacy of all citizens; - Educational pipelines carrying students to SMET careers yield sufficient numbers of well-qualified individuals to meet the demands of the technical workplace; - Those who select careers in science or engineering disciplines have high-quality educational opportunities available; - Interested non-specialists have opportunities to broaden their scientific and technical knowledge; and - The public has opportunities to develop a better understanding of scientific and technological developments and processes. While all NSF research directorates support SMET education activities, EHR has primary responsibility for NSF's education mission, especially in elementary, secondary, and lower- division undergraduate levels, as well as public science literacy. The above-mentioned goals provide the foci of activities within EHR's organizational units: Division of Elementary, Secondary, and Informal Education (ESIE).............703-292-8620 Division of Undergraduate Education (DUE)...........................................703-292-8670 Division of Graduate Education (DGE)...........................................703-292-8630 Division of Educational System Reform (ESR)............................................703-292-8690 Division of Human Resource Development (HRD)...........................................703-292-8640 Division of Research, Evaluation, and Communications (REC).............703-292-8650 Office of Experimental Program To Stimulate Competitive Research (EPSCoR)..................703-292-8683 EHR recognizes that by itself it cannot ensure accomplishment of its goals. It promotes partnerships that enable a broader range of resources to be brought to bear in service of these goals. This Solicitation covers all ESIE programs and replaces the previous Program Announcement and Guidelines (NSF 00-99). Brief supplements may be issued to announce relevant changes or additions, and special solicitations may be issued for new, developing initiatives. ESIE Program Budget: $184.7 Million Fiscal Year 2000 - IMD - Instructional Materials Development - ISE - Informal Science Education - PAEMST - Presidential Awards for Excellence in Mathematics & Science Teaching - TE - Teacher Enhancement INTRODUCTION TO ESIE The Division of Elementary, Secondary, and Informal Education (ESIE) programs and funding decisions rely heavily on research that informs the teaching and learning of science, mathematics, and technology (SMT) in both formal and informal education settings. Although the quality and quantity of research findings vary by academic level, disciplinary area, and educational setting, an expanding body of knowledge guides development of new programs and the evolution of existing ones. ESIE is placing greater emphasis on strengthening assessment and applied research in order to lay a stronger research foundation for its programming. Considerable research, for example, exists concerning the effectiveness of different models of teacher professional development that guides the Teacher Enhancement (TE) program and its portfolio of Local Systemic Change (LSC) projects. Recent studies find that improved teacher content knowledge may change teaching practice (Cohen and Hill, 1997). When teachers cover topics about which they are well prepared, they encourage student questions and discussions, spend less time on unrelated topics, permit discussions to move in new directions based on student interest, and generally present topics in a more coherent way (Leder, 1990). Other studies also provide evidence that professional development experiences enhancing teachers' subject matter knowledge and expanding their range of teaching practices are likely to improve student achievement (Chaney, 1995; Cohen and Hill, 1997; Monk, 1994). Monk has found that additional coursework taken by teachers in specific areas (e.g., number and kinds of science and mathematics courses) has a positive effect on student learning, while additional coursework by teachers in unrelated subjects has no, or a negative, effect on student learning. Further, Chaney found that better prepared teachers are more likely to include college preparatory subjects such as algebra for students in general mathematics courses. Thus, research suggests that professional development experiences should be solidly based on specific content areas. Instructional Materials Development (IMD) efforts are informed by the findings of the recent TIMSS assessment. A consortium of U.S. districts, entitled First in the World Consortium (FITWC) involves multiple districts along the North Shore of Lake Michigan. Analyses of the materials and instruction in 8th grade mathematics across high achieving countries, the U.S., and the FITWC provide insights on effective curricula. Teachers in the FITWC taught fewer topics than their counterparts in other U.S. districts (12 compared to 19). Even this reduced number, however, was significantly more than the six core topics taught in the Czech Republic and the five topics taught in Japan (two high achieving nations). An independent, secondary analysis of TIMSS findings in mathematics (Slowinski, 1999) concludes that the success of students in high-performing TIMSS nations, as well as in the Consortium, strongly indicates that a shift from skill building to mathematical understanding is needed. The focus of teachers in the FITWC schools (and in Japan and the Czech Republic) is on developing the ability to comprehend mathematical concepts rather than on memorization and use of procedural methods. ESIE's instructional materials development projects reflect the importance of developing conceptual understanding. New program directions furthermore reflect research findings that speak to the power of providing professional development that is aligned with curricula in increasing student performance. Increasingly, professional development activities are being integrated with curricula development so that teachers are prepared to fully implement the new materials. An emerging body of research on NSF-supported instructional materials also indicates that when those materials are fully implemented (consistently taught, using all components), student achievement is enhanced in comparison to when traditional curricula are used (Briars, 2000). Recent analyses of student achievement in classes whose teachers used NSF- supported physics curricula or whose teachers had participated in an NSF-funded professional development activity indicate that students in those classes achieve well above the level of students in comparable classes on the TIMSS assessment of physics (Gregory, 1999). People of all ages learn science, technology and mathematics from experiences in science museums, from watching films and other media, and from participating in community activities. The impact of informal experiences on science learning has been studied for many years and some studies point to positive outcomes for individual learners (Crane, 1994; Bitgood, et al., 1994; Hein, 1998). The Informal Science Education (ISE) program encourages use of those findings to strengthen supported projects. In addition, ISE strongly encourages systematic evaluation of its projects, as well as the incorporation of research efforts that can identify the most effective strategies for delivering informal education to various audiences. ESIE programs are designed to eliminate achievement gaps among identifiable sub-groups of students. Numerous factors, such as teachers' certification, content preparation, effectiveness, and their belief that under-represented and under-served students are capable in science and mathematics, impact students' achievement. ESIE's Teacher Enhancement programs target those key areas. The Instructional Materials Development program supports the development and implementation of standards-based instructional materials that ameliorate achievement gaps between under-represented students and improve students' knowledge. Other research shows that students' out- of-school experiences in SMET may improve their attitude and achievement in the formal setting. ESIE's Informal Science Education program, After School Centers for Explorations and New Discovery (ASCEND), focuses on providing out-of-school experiences for students from under-represented groups in SMET. In addition, as information technology becomes increasingly embedded in all facets of our lives, ESIE seeks to support the development of those tools, contents, and practices that advance formal and informal SMET education. Information technology will redefine what should be learned, how it is learned, and even the environment in which learning takes place. Digital libraries, computational tools, modeling and visualization, virtual environments, connectivity, and communication are among a growing catalog of capabilities that change what each learner can do. All ESIE-funded projects use information technology in appropriate ways, anticipating a future where these technologies are ubiquitous and all children can be provided the appropriate resources to learn. Beyond that, ESIE will support some projects in ISE, TE, and IMD that push those frontiers into areas of unique opportunity. They include efforts to extend opportunities to all children; to provide additional support to those with additional needs; to build support systems for educators in all environments through communities and access to information; and to rethink the role of dynamic and interactive media in what have traditionally been textbook-based SMET. Goals. ESIE programs support projects designed to enable all students, pre-kindergarten through grade 12 (preK-12), to succeed in their SMT studies and to increase the scientific and technological literacy of students of all ages. Its programs provide the educational foundation for future generations of scientists, engineers, and technologists; for those pursuing post-secondary education in other disciplines; and for those who enter the workforce directly from secondary school. ESIE programs promote the achievement, competency, and literacy considered essential to inform citizens about the SMT issues that impact their lives, providing effective advocacy for high- quality education in these fields. Objectives. To provide leadership and promote development of the infrastructure and resources needed to improve SMT education throughout the United States, ESIE programs: - Strengthen skills of the teacher workforce by: - expanding and deepening the understanding of content, pedagogy, and educational technologies; - heightening awareness and deepening understanding of the diverse experiences and needs of students; - grounding continued professional development in the context of the school structure and organization; and - developing a cadre of teachers and administrators who can effectively lead reform in these fields. - Develop alternative models of instructional materials that are consistent with the national standards for content, teaching, and assessment that: - enhance knowledge, thinking skills, and problem-solving abilities of all students; - incorporate recent advances in disciplinary content, research on teaching and learning, and educational technologies; and - can be implemented broadly and in diverse settings. - Capitalize on educational technologies and electronic networking in the development of all materials and instructional strategies in a manner that ensures accessibility to a quality education for all students. - Promote transitions between secondary school and the workplace, as well as transitions within the workplace, through development of exemplary materials, varied instructional environments, and other activities; and facilitate transitions to higher education by providing high quality SMT education for all students. - Provide stimulating opportunities outside school: - to increase understanding of, and participation in, SMT disciplines by individuals of all ages, interests, and backgrounds, informing them of its impact in their daily lives, and aiding them in making responsible decisions about science policy issues; - to establish linkages with formal education to improve education in all learning environments; and - to stimulate parents and others to become informed proponents for quality and universally available education in these fields and enable them to support their children's science and mathematics endeavors. To achieve its objectives, ESIE provides stimulating opportunities outside of school to promote appreciation, interest, and understanding of science, mathematics, and technology for youth and adults through its Informal Science Education (ISE) program; supports the development of high- quality course and curriculum materials for all students through its Instructional Materials Development (IMD) program; and strengthens teachers' content knowledge and pedagogical skills and creates an infrastructure of professional educators, educational researchers, and administrators to support SMT education reform through its Teacher Enhancement (TE) program. Two additional programs include the Centers for Learning and Teaching (CLT) program and the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program. The CLT program creates disciplinary centers that address critical issues of the science, mathematics, engineering and technology (SMET) instructional workforce and that conduct research concerning these issues. The PAEMST program recognizes outstanding SMT teachers and creates a national network of teacher leaders. EXECUTIVE SUMMARY OF PROGRAM ACTIVITIES INFORMAL SCIENCE EDUCATION Informal Science Education (ISE) activities provide rich and stimulating opportunities outside formal school settings where individuals of all ages, interests, and backgrounds increase their appreciation and understanding of science, mathematics, engineering, and technology. ISE projects take place in diverse environments (e.g., museums, zoos, arboreta, community centers, homes) and involve the use of various media (e.g., broadcast, film, interactive technology, print, exhibits). Projects typically are designed to reach large audiences or to have the potential for significant national or regional impact. To broaden its impact, ISE promotes collaborations among organizations that have similar goals, especially when projects can bridge the informal and formal education communities. Through collaborations, partners combine their resources and expertise to develop effective strategies for reaching target audiences. A special class of projects, NSF After School Centers for Exploration and New Discovery (ASCEND), is part of ISE's community-based program activities. INSTRUCTION MATERIALS DEVELOPMENT Instructional Materials Development (IMD) projects create instructional materials and student assessments that change classroom instruction and assessment in grades preK-12, enabling students to acquire a sophisticated understanding of science, mathematics, and technology. The materials incorporate investigative, inquiry-based science, mathematics, and technology (SMT) activities and align with national standards for content, teaching, and assessment. IMD-supported materials promote the success of all students and promote positive student attitudes toward science, mathematics, and technology. Projects range from major revision of existing materials to the creation of new ones; from a few modules at a single instructional level to comprehensive curricula for several school years; from a focus on a single topic to the integration of several SMT disciplines; and from assessments embedded in classroom materials to the creation of assessment items and full assessment programs that may be used by districts and states. All projects include comprehensive plans for national dissemination and implementation to ensure the use of the materials in numerous and diverse settings. TEACHER ENHANCEMENT Teacher Enhancement (TE) projects provide professional development opportunities to broaden and deepen the disciplinary knowledge and pedagogical skills of teachers, thus improving their ability to deliver rich and challenging SMT education to all students. Through active involvement of administrators, projects address the need to provide requisite resources to support SMT education reform. TE supports projects that: (1) develop the capacity of schools and teachers to implement a high-quality, standards-based SMT program for all students; (2) develop leaders in content, pedagogy, and professional development; (3) improve retention rates of novice teachers during their initial years of teaching; (4) create professional development materials for teachers; and (5) include innovative applications and effective implementation of educational technologies. Emphasis is placed on projects that focus on professional development of teachers as a primary driver for implementing SMT education reform. CROSS-CUTTING AREAS OF SPECIAL INTEREST Applied Research. ESIE has a strong commitment to applied research that assesses the effectiveness and impact of its programs in enhancing learning and instruction in science, mathematics, and technology in both formal and informal educational settings. The purpose of this effort is to ensure that all ESIE programs are firmly grounded in a solid research base and that their projects benefit from this knowledge. Applied research provides important feedback for strengthening ESIE's portfolio and for identifying new programmatic directions. ESIE encourages focused applied research efforts will be encouraged that: - are based on clear theoretical foundations and include a thorough review of relevant research and evaluation literature; - have clear research questions that address areas of interest fundamental to ESIE's mission and goals; - employ appropriate methodologies; and - have a high likelihood of generating data that will contribute to the cycle of design, research, and redesign of ESIE's programs and portfolios. Questions that might be addressed through applied research include: Is enhanced student learning an outcome of using ESIE- funded instructional materials? In what ways and under what circumstances? Do ESIE-funded instructional materials enhance other desirable student outcomes (e.g., increased enrollments in upper level science and mathematics courses)? How can the degree of implementation of instructional materials in classrooms be assessed? What kind of content and pedagogical experiences improve teachers' abilities to teach in ways that lead to student achievement gains? What are the characteristics of teachers and classroom environments that lead to student achievement gains? How do exhibits, films, and other media most effectively meet the needs of learners? Applied research proposals must demonstrate familiarity with recent literature, identify the research questions to be addressed, include the relevant qualifications of key personnel, and discuss the potential for contributing to the knowledge base. The cost of the proposed research effort must be clearly delineated. Studies may be of three different types: - a well-defined component of a proposed IMD, ISE, or TE project; - a supplement to a current project for which the proposed research addresses questions that have arisen during the course of implementation (in this case, the proposed study must generate important feedback to the on-going project); and - a separate applied research effort that grows out of completed projects or from questions that arise through analysis of an issue of priority to ESIE. Principal Investigators interested in supplementing a current project with a related applied research effort should contact their cognizant NSF Program Officer. Individuals seeking support for a separate research project (see bullet 3 above) should contact Janice Earle at 703-292-8620. Approximately $1.5 million will be available for separate projects in Fiscal Year 2001. Stand-alone proposals will be reviewed in collaboration with the EHR Division of Research, Evaluation and Communication (REC). ESIE will not accept proposals being considered for funding by REC. Preliminary proposals are required for stand-alone applied research projects and must be submitted by May 18; full proposals are due September 10. Technology Education. Technology education in grades K-12 has the goal of promoting technological literacy. Its focus is the human built environment with content ranging over practical domains such as construction, transportation, communication, manufacturing, power and energy, and biotechnology. These content domains provide contexts for problem-solving and afford opportunities for understanding SMT concepts. Use of tools and materials processing are essential and distinctive features of technology education. National standards for technology, Content for the Study of Technology, developed by the International Technology Education Association (ITEA) with support from NSF, have been sanctioned by the National Research Council (NRC) and by the National Aeronautics and Space Administration (NASA) [See URL: http://www.iteawww.org]. Release of national standards brings new opportunities for the creation of K-12 instructional materials; innovative approaches to professional development of technology teachers; explorations of technological careers; development of instruments for measuring learning and technological literacy; informal learning opportunities for youth and adults that promote technological literacy; and research that focuses on effective strategies for teaching and learning technology. ESIE invites proposals related to technology education in the general areas of Informal Science Education (ISE), Instructional Materials Development (IMD), and Teacher Enhancement (TE). Priority will be placed on proposals that address the following issues: - development, pilot- and field-testing of exemplary instructional materials for grades K-5 and 9-12 that effectively integrate SMT disciplines; - development of innovative professional development programs that target elementary teachers and focus on teaching and learning technology in the early grades; - development and validation of grade-specific instruments that are aligned with standards for assessing student learning or technological literacy; - partnerships that focus on technology through informal education or through extra-curricula activities; and - development of exemplary materials that foster connections between technology education and scientific and technological careers. RELATED ESIE PROGRAM EFFORTS The Centers for Learning and Teaching (CLT) program. CLT is a comprehensive, research-based effort that addresses critical issues and national needs of the science, mathematics, engineering and technology (SMET) instructional workforce. Centers provide a rich environment that melds research, teacher professional development, and education practice. The CLT effort builds upon previous activities in the preparation and professional development of teachers and provides opportunities for graduate students and post-doctorates in the disciplines and in SMET education to acquire the knowledge and skills to educate the next generation of K-12 teachers. For additional information, refer to the CLT Program Announcement: http://www.nsf.gov/cgi-bin/getpub?nsf00148 Advanced Technological Education (ATE) program. ATE promotes improvement in the education of science and engineering technicians at the secondary school and the undergraduate levels. The program is managed jointly by the Division of Undergraduate Education (DUE) and ESIE. The Program supports curriculum development, preparation and professional development of secondary school teachers and college faculty, internships and field experiences for faculty, teachers, and students, and other activities. With an emphasis on two-year colleges, ATE focuses on the education of technicians for the high-technology fields that drive the national economy. For additional information please refer to the ATE Program Announcement: http://www.nsf.gov/cgi- bin/getpub?nsf0152 Presidential Awards for Excellence in Mathematics and Science Teaching. NSF administers the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program on behalf of the White House. PAEMST rewards career excellence for teachers at both elementary and secondary grade levels. Over the years, Awardees have come to constitute a national network of outstanding leaders in science and mathematics education that are a rich resource for the improvement of science and mathematics education throughout the nation. See details that follow. Presidential Awards for Excellence in Mathematics and Science Teaching The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program was established in 1983 to recognize teachers who incorporate innovation and creativity into their classroom teaching, make significant contributions to curriculum development, and demonstrate leadership within the education community. Administered for the White House by the National Science Foundation (NSF), the Presidential Awards are the nation's highest honor for mathematics and science teachers of grades K-12. There are four award categories-elementary science, elementary mathematics, secondary science, and secondary mathematics. Teachers working in public and private schools in all 50 states, the District of Columbia, Puerto Rico, U.S. territories, and schools of the Department of Defense Educational Activity are eligible for the Presidential Awards. Each year up to 216 outstanding teachers-one in each award category from every state and eligible jurisdiction-are selected as Presidential Awardees. Applications are reviewed first at the state/jurisdiction level and then by a distinguished committee of prominent scientists, mathematicians, educators, administrators, and past awardees, who pass on their recommendations to the White House. Each Presidential Awardee receives a $7,500 grant, a special citation from the President of the United States, and a paid trip for the Awardee and one guest to Washington, D.C., to attend the awards ceremony and other special events. In the individual states and territories, the PAEMST program is aided by a corps of state coordinators who manage the application and preliminary screening process. In addition, program sponsors-public, private, and nonprofit companies and organizations-provide significant support to the PAEMST program in a variety of ways; e.g., underwriting events during the week in Washington, lending promotional support throughout the year, and providing gifts and educational opportunities for Awardees. Anyone-principals, teachers, students, and members of the general public-may nominate a teacher for the Presidential Awards program. Applications can be downloaded from the NSF Web site- http://www.ehr.nsf.gov/pres_awards/ -or obtained from any state coordinator, whose contact address is listed on the Web site. Applicants must submit a packet of material specified on the application to the state/jurisdiction coordinator. All applications should be in English and postmarked no later than February 11, 2002. For further information, visit the PAEMST Web site- http://www.ehr.nsf.gov/pres_awards/-or write or call: NSF/PAEMST, Room 885 4201 Wilson Boulevard Arlington, VA 22230 703-292-5096