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National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes.

机译：美国国家科学基金会（National Science Foundation）补助金实施：一所学校对教师和研究生的障碍和成功的看法。

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摘要

The purpose of this qualitative case study was to examine the perceptions of partner teachers and graduate fellows in 1 school regarding the barriers and successes made during their participation in a National Science Foundation Grant. This study included 9 partner teachers and 7 graduate fellows who participated in the Science First! NSF GK-12 Grant. There were 16 participants in this study. This study was conducted at North Side Elementary and East Tennessee State University.;Partner teachers and graduate fellows were interviewed to gain perceptions of the barriers and successes of their participation in the implementation of the Science First! grant at North Side and East Tennessee State University from 2008-2013. A list of possible participants in the study was provided from the grant leadership team. The 16 participants in the study were chosen through purposeful sampling.;During data analysis, 4 themes arose as successes and 4 themes arose as barriers. The success themes were (a) relationships, (b) mutual appreciation, (c) increased academic depth, and (d) professional growth. The barriers were (a) communication, (b) time, (c) expectations, and (d) preparation.;Based on the research, the following conclusions were presented. The coordination of a major NSF-GK12 grant can provide STEM support and academic rigor for a high poverty school with leadership. Positive relationships between the graduate fellows and partner teachers as well as the 2 participating institutions are critical in fostering successful grant implementation. Professional growth through the grant partnerships was obtained. The participants gained a mutual appreciation for the roles and responsibilities of each other.;There are ups and downs in implementing a large grant at 1 elementary school with a university, but the rewards of the potential to influence teacher practices in STEM and student learning are great. Recommendations from the study findings may assist future grant award winners or partnerships of any kind in building productive relationships between schools and other institutions.
机译：本定性案例研究的目的是检验合作伙伴教师和一所学校的研究生对他们参加国家科学基金会资助期间所遇到的障碍和成功的看法。这项研究包括9位合作伙伴老师和7位研究生，他们参加了“科学第一”！ NSF GK-12拨款。这项研究有16位参与者。这项研究是在北边小学和东田纳西州立大学进行的；接受了合作伙伴老师和研究生的采访，以了解他们参与实施《科学优先》的障碍和成功经验！ 2008-2013年在北边和东田纳西州立大学获得奖学金。资助领导小组提供了该研究的可能参与者列表。通过有目的的抽样选择了该研究的16名参与者。在数据分析过程中，成功出现了4个主题，而障碍则出现了4个主题。成功的主题是（a）关系，（b）相互欣赏，（c）学术深度和（d）专业成长。障碍是（a）沟通，（b）时间，（c）期望和（d）准备。；基于研究，得出以下结论。 NSF-GK12主要拨款的协调可以为具有领导力的高贫困学校提供STEM支持和严格的学术研究。研究生与伙伴教师以及两个参与机构之间的积极关系对于促进成功实施赠款至关重要。通过赠款伙伴关系获得了专业发展。参与者对彼此的角色和责任获得了相互赞赏。;在与一所大学合作的1所小学实施大型赠款的过程中有起有落，但影响教师在STEM和学生学习中的实践的潜力却是回报大。研究结果的建议可能会帮助未来的获奖者或各种形式的伙伴关系在学校和其他机构之间建立生产性关系。

著录项

  • 作者

    Pickering, Sharon Durham.;

  • 作者单位

    East Tennessee State University.;

  • 授予单位 East Tennessee State University.;
  • 学科 Education Sciences.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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