Award Abstract # 0412413
Math and Science Partnership in New York City (MSPinNYC)

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: RESEARCH FOUNDATION OF THE CITY UNIVERSITY OF NEW YORK
Initial Amendment Date: September 21, 2004
Latest Amendment Date: September 15, 2008
Award Number: 0412413
Award Instrument: Cooperative Agreement
Program Manager: James Hamos
DRL  Division of Research on Learning in Formal and Informal Settings (DRL)
EDU  Directorate for STEM Education
Start Date: September 15, 2004
End Date: August 31, 2011 (Estimated)
Total Intended Award Amount: $0.00
Total Awarded Amount to Date: $13,099,989.00
Funds Obligated to Date: FY 2004 = $12,499,989.00
FY 2008 = $600,000.00
History of Investigator:
  • Pamela Mills (Principal Investigator)
     pamela.mills@lehman.cuny.edu
  • William Sweeney (Co-Principal Investigator)
  • Francis Gardella (Co-Principal Investigator)
  • Annette Digby (Co-Principal Investigator)
  • Linda Curtis-Bey (Co-Principal Investigator)
  • Vrunda Prabhu (Former Co-Principal Investigator)
Recipient Sponsored Research Office: CUNY City University of New York
 217 E 42ND ST
 NEW YORK
 NY  US  10017-5773
(646)664-8910
Sponsor Congressional District: 12
Primary Place of Performance: CUNY City University of New York
 217 E 42ND ST
 NEW YORK
 NY  US  10017-5773
Primary Place of Performance
Congressional District:		 12
Unique Entity Identifier (UEI): UJ36PVKE4RY9
Parent UEI:
NSF Program(s): MSP-TARGETED AWARDS,
Teaching & Mstr Tchng Fellows
Primary Program Source: 04000405DB NSF Education & Human Resource
app-04S8 
Program Reference Code(s): 1792, 9177, 9178, SMET
Program Element Code(s): 179200, 790800
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

Mathematics and science secondary education in the NYC school system is confronted with a number of serious problems: (1) shortages of mathematics and science teachers, especially experienced teachers in schools characterized by poverty and by students historically underrepresented in mathematics and science; (2) extremely low retention rates among teachers; (3) high failure rates among students who take the 8th grade mathematics exam and required-for-graduation state mathematics and science Regents examinations; (4) lack of preparedness of high school graduates for college level work; and (5) schisms and poor communication between schools, between (some) university campuses, and between science, mathematics and education faculties. To address these problems, the MSPinNYC will use the strategy of a Micro/Macro approach for reform at both the local level and system wide. At the local level, twelve hub schools will be created. Each hub school will be a clinical site for teacher training, and an exemplar for excellence in mathematics and science education. The hub schools will be developed by teams of college faculty and secondary teachers working closely together in a novel model for professional development to create cultures within the schools invested in teaching as a collaborative enterprise and research-driven classroom practices. Collaborative teaching teams of faculty and teachers will work during the summer with high school students who have failed a Regents exam. These teams will continue through the school year with collaborative lesson development and collaborative research on classroom learning. Schools of Education will be changed to include more collaborative teaching practice and a greater reliance on the scholarship of teaching. New pipelines for recruiting talented mathematics and science undergraduates into a career of teaching will be created. To create reform system wide, the MSPinNYC Macro approach will include an Advisory Board of statewide policy makers, a Council of eminent scholars in mathematics and science education, and a 'jobs-alike' structure to bring together the leadership at the public school and college levels. Important questions of policy will be raised and addressed, informed by both the scholarly and the local perspectives. The MSPinNYC Micro/Macro strategy provides a new model to approach systemic reform in large and complex systems.


PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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(Showing: 1 - 10 of 13)
Bonner, S. M. "Teacher interpretation and use of practice tests for formative purposes," Journal of MultiDisciplinary Evaluation , v.6 , 2009 , p.125
Chen P; Bonner S "A Study of At-Risk High School Students' Calibration Accuracy, Self-Efficacy, and Use of Assessment Results." Presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, , 2011
Emdin, C, and Lehner, E. "Situating Cogenerative Dialogue in a Cosmopolitan Ethic" Forum Qualitative Sozialforschung / Forum: Qualitative Social Research (on-line journal: http://www.qualitative-research.net/fqs-texte/2-06/06-2-39-e.htm ) , v.7(2) , 2006 , p.art. 39
Gerena L; Keiler L "Innovative Solutions to Help Teachers of ELs in a Math and Science Classroom. AccELLerate!" The National Clearinghouse for English Language Acquisition (NCELA). , v.3 , 2011
Gerena L; Keiler L "Supporting ELL students?? learning of biology: Vital skills for peer instructors in the secondary science classroom." Proceedings from The 8th Annual Hawaii International Conference on Education: Honolulu, HI. , 2010
Gerena L; Keiler L "Supporting English Language Learners in Urban At Risk Secondary Schools: Using Literacy Strategies To Support ELL Learning of Science in a Peer Enhanced Restructured Classroom." Proceedings from The 9th Annual Hawaii International Conference on Education: Honolulu, HI , 2011
Gerena L; Keiler L "Supporting Secondary English Language Learners in an Urban, At-Risk Peer Enhanced Restructured Classroom (PERC): Strategies in a Science Content and Language Integrated Learning (CLIL) Environment." Proceedings from the International Conference for Education Research and Innovation (ICERI). Madrid, Spain , 2010
Gerena, L. & Keiler, L. "Peer tutoring and academic success; The Personal Assistance Learning (PAL) classroom in MSPinNYC." Proceedings of the International Conference on Education and New Learning Technologies of The International Association for Technology, Education and Development (IATED). Barcelona, Spain. , 2009
Gerena, L. & Keiler, L. "Using peer tutors with at risk high school English Language Learners: A case study of the effectiveness of Personal Assisted Learning (PAL) in a special MSPinNYC summer course." Proceedings of the International Conference of Education, Research and Innovation. Madrid, Spain. , 2009
Keiler, L. "An effective urban summer school: Students' perspectives on their success." The Urban Review , v.43 , 2011 , p.35
Mills, Pamela, Sweeney, William, Bonner, Sarah M. "Using the First Exam for Student Placement in Beginning Chemistry Courses" Journal of Chemical Education , v.86 , 2009 , p.738
(Showing: 1 - 10 of 13)

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