Nebraska Mathematics Scholars Program for Secondary School Teachers

这一领导活动项目将为来自内布拉斯加州农村学区的60名模范中学数学教师提供增强和专业发展经验。多年期项目的总体目标包括：1)更新和深化参与者的数学背景和教学方法；2)与参与者建立网络；6名优秀中学数学教师作为高级研究员被选为项目工作人员的一部分；以及6名大学和学院数学系；3)在参与者的课堂上实施问题解决课程，4)参加者为其家乡学校的同事举办至少四个全天在职讲习班；5)对荣誉教师参加者予以适当表彰；6)向附近的学校系统和农村各州传播项目方法、材料和成果；7)在精心规划的文件、评估和评价工作中调查模范做法。60名项目研究员和6名高级研究员的遴选将基于详细的申请，要求表达教师和学校对实施项目重点的承诺。20名研究员、2名高级研究员和2名教授将分别在三个地点(联合国林肯分校、查德伦州立学院和黑斯廷斯学院)共同学习，他们都将在三年后完成类似的专业发展方案，其中将包括6个数学研究生课程、3个计算机研讨会和3个传播研讨会(联合国林肯分校24个研究生学分)。学员每年夏天将完成为期五周的密集住宿研讨会，每年夏天以小组形式轮流到不同的校园。与会者将在自己的教室和与同龄人一起的研讨会上接受访问和观察，每个人都将准备一段录像，与项目工作人员和与会者分享。仔细记录和分析这些观察结果和教师报告，将为项目工作人员和外部专家评估人员进行详细的项目评估提供重要依据。

This Leadership Activities project will provide enhancement and professional development experiences for 60 exemplary secondary school mathematics teachers from rural Nebraska school districts. The overall goals of the multiyear project involve: 1) the updating and deepening of the participants' mathematics backgrounds and teaching methodologies, 2) the networking of the participant Fellows, six outstanding secondary mathematics teachers selected to be part of the project staff as Senior Fellows and the six university and college mathematics faculty, 3) the conduct of implementations of problem-solving lessons in participants' classrooms, 4) the conduct of at least four all-day in-service workshops by the participants for their colleagues in their home schools, 5) appropriate recognition for honors teacher participants, 6) the dissemination of the project methods, materials and results to nearby school systems and rural states, and 7) the investigation of the modelistic approach within a carefully planned documentation, assessment and evaluation effort. Selections of the 60 project Fellows and six Senior Fellows will be based upon detailed applications requiring expressions of teacher and school commitments to implement project emphases. Twenty Fellows, two Senior Fellows and two professors will study together at each of three sites (UN-Lincoln, Chadron State College, and Hastings College), all completing a similar program of professional development after three years which will include 6 graduate mathematics courses, 3 computer seminars and 3 dissemination seminars (24 graduate credits from UN- Lincoln). The participants will complete a five-week intense residential workshop each summer, rotating as a group to a different campus each summer. Participants will be visited and observed in their classrooms and in their workshops with their peers, and each will prepare a videotaped session to be shared with project staff and participants. Careful documentation and analysis of these observations and of teacher reports will provide a significant basis for a detailed project evaluation, both by project staff and expert external evaluators.