Award Abstract # 0227016
System-Wide Change for All Learners and Educators

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: UNIVERSITY OF WISCONSIN SYSTEM
Initial Amendment Date: September 30, 2002
Latest Amendment Date: September 14, 2010
Award Number: 0227016
Award Instrument: Cooperative Agreement
Program Manager: Joan T Prival
DRL
 Division of Research on Learning in Formal and Informal Settings (DRL)
EDU
 Directorate for STEM Education
Start Date: January 1, 2003
End Date: December 31, 2011 (Estimated)
Total Intended Award Amount: $44,040,024.00
Total Awarded Amount to Date: $35,900,000.00
Funds Obligated to Date: FY 2002 = $14,000,000.00
FY 2004 = $11,959,974.00

FY 2005 = $9,040,026.00

FY 2008 = $600,000.00

FY 2009 = $300,000.00
History of Investigator:
  • Terrence Millar (Principal Investigator)
    millar@uwmad.wisc.edu
  • Ronni Ephraim (Co-Principal Investigator)
  • Harold Hellenbrand (Co-Principal Investigator)
  • Allen Mori (Co-Principal Investigator)
  • Andrew Porter (Former Co-Principal Investigator)
  • Lauren Resnick (Former Co-Principal Investigator)
  • Christian Schunn (Former Co-Principal Investigator)
  • Kathy Lesley (Former Co-Principal Investigator)
  • Merle Price (Former Co-Principal Investigator)
Recipient Sponsored Research Office: University of Wisconsin-Madison
21 N PARK ST STE 6301
MADISON
WI  US  53715-1218
(608)262-3822
Sponsor Congressional District: 02
Primary Place of Performance: University of Wisconsin-Madison
21 N PARK ST STE 6301
MADISON
WI  US  53715-1218
Primary Place of Performance
Congressional District:
02
Unique Entity Identifier (UEI): LCLSJAGTNZQ7
Parent UEI:
NSF Program(s): MSP-COMPREHENSIVE AWARDS,
Robert Noyce Scholarship Pgm,
Teaching & Mstr Tchng Fellows
Primary Program Source: app-0402 
app-0404 

app-0405 

app-0406 

app-04S8 

0400PYXXDB NSF Education & Human Resource
Program Reference Code(s): 1791, 9177, 9178, SMET
Program Element Code(s): 179100, 179500, 790800
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

SCALE (System-Wide Change for All Learners and Educators) is a partnership involving two major educational research and development groups: the University of Wisconsin's Wisconsin Center for Education Research (WCER) and the University of Pittsburgh's Learning Research and Development Center (LRDC). Building on past collaborations, the partnership includes the Denver Public Schools, Los Angeles Unified School District, Madison Metropolitan School District and the Providence Public Schools, as well as institutions of higher education whose preservice programs provide many new teachers to these districts.

SCALE encompasses the following five areas of work:
1. Implementing the best current mathematics and science programs system-wide;
2. Creating state-of-the-art science, technology, engineering and mathematics immersion projects and implementing them system-wide;
3. Reforming preservice and in-service STEM teacher education for teachers in the partner districts;
4. Creating mentoring and guidance experiences for middle and high school students, especially women and minorities; and
5. Implementing a comprehensive program of research and evaluation

The partnership brings together mathematicians, scientists, social scientists, and education practitioners to build a whole new approach to reforming preK-12 mathematics and science education. The partnership seeks to improve the mathematics and science achievement of all students at all grade levels in the four partner school districts by engaging them in deep and authentic science and mathematics instructional experiences. The partnership is providing documentation of what works and information about how to construct such a partnership to a wide audience of policymakers and university and school leaders.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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Robert E. Bohanan, Kevin J. Niemi, and Lisa A. Wachtel "Motivating Students to Ask Scientifically Productive Questions" Bulletin of the Ecological Society of America , v.86 , 2005 , p.103

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