Preparing Science and Mathematics Teachers for Grades 7-12: A Community of Scholars at Work

为 7-12 年级的科学和数学教师做好准备：工作中的学者社区

• 批准号: 0302109
• 负责人: Frank Cartledge
• 金额: --
• 依托单位: Louisiana State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-06-01 至 2009-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0302109&HistoricalAwards=false
• 关键词: Preparing; Science; Mathematics; Teachers; Grades

In response to the critical need for qualified STEM teachers, a team composed of the Provost of Louisiana State University and Deans and faculty members of the LSU Colleges of Arts and Sciences, Basic Sciences and Education and a team of faculty members from all three colleges designed a new 4-year (128-credit hour) undergraduate degree program to better prepare larger numbers of STEM majors for teacher certification. Called the "Content Major with Concentration in Secondary Education'', this program has been approved as a certification route by the Louisiana Board of Regents and the Louisiana Board of Elementary and Secondary Education.The program adapts features of the UTeach program (UT-Austin) but incorporates new elements that make it distinctive nationally. It is a 4-year program within which students complete both an undergraduate bachelor 's degree in a STEM discipline and all secondary teaching certification requirements. It is heavily field-based and includes extensive channels of cooperation with local schools. STEM faculty are broadly involved in the preparation of these new teachers. A highlight is a collaborative course structure in which STEM faculty, education faculty, and mentor teachers in the field work together in the design, delivery, and supervision of course work and field experience. This is a form and degree of collaboration that may be unparalleled at major research universities in the United States.The target production rate is 80 graduates annually, nearly tripling LSU 's recent production rate of certification-ready STEM teachers. Candidates in the program have a deeper understanding of their subject, are better prepared to meet the needs of local schools, and have the advantage of a much broader-based support structure than teachers prepared under the kind of programs that were dominant in the 1990s.

为了满足对合格STEM教师的迫切需求，由路易斯安那州州立大学教务长和路易斯安那州立大学艺术与科学学院，基础科学和教育学院院长和教职员工组成的团队以及来自所有三所学院的教职员工团队设计了一个新的4年制（128学分）本科学位课程，以更好地为教师认证准备更多的STEM专业。被称为“内容专业与集中在中等教育”，该计划已被批准为认证路线由摄政的路易斯安那州委员会和小学和中学教育的路易斯安那州委员会。该计划适应的UTeach计划（UT-奥斯汀）的功能，但纳入了新的元素，使其在全国与众不同。 这是一个为期4年的课程，学生在此期间完成STEM学科的本科学士学位和所有二级教学认证要求。 该方案主要以外地为基础，包括与当地学校的广泛合作渠道。 STEM教师广泛参与这些新教师的准备。 一个亮点是协作课程结构，其中STEM教师，教育教师和指导教师在现场共同设计，交付和监督课程工作和现场经验。 这种合作形式和程度在美国主要的研究型大学中可能是无与伦比的，目标生产率是每年80名毕业生，几乎是路易斯安那州立大学最近生产合格STEM教师的三倍。该计划的候选人对他们的主题有更深入的了解，更好地满足当地学校的需求，并且比20世纪90年代占主导地位的那种计划下准备的教师具有更广泛的支持结构的优势。