Enabling More Science Teachers

为更多科学教师提供帮助

• 批准号: 0335816
• 负责人: Arlene Russell
• 金额: $ 46.68万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-01-01 至 2009-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0335816&HistoricalAwards=false
• 关键词: Enabling; More; Science; Teachers

Noyce Scholarships are enabling 52 students who would not otherwise have the financial resources to continue as graduate students to pursue a science teaching credential at UCLA. This project targets and recruits senior science majors who are interested in teaching, who have family ties and commitments in the local communities of our partner schools, and who wish to remain in the geographical region. The persistence of these credentialed teachers stems from a research-based Science Teacher Education Program that prepares teachers to have the commitment, capacity, and resilience to teach in schools with diverse populations who are underrepresented in STEM disciplines. As students in this program, they are supported by a cadre of faculty and peers from the first credential year of coursework, through the challenging initial year of teaching and M.Ed completion, and into the subsequent early career years. Teacher isolation is addressed by developing cohorts within the targeted schools and placement into the schools in pairs, providing a built-in peer support network.

诺伊斯奖学金使52名没有经济来源的学生能够继续作为研究生在加州大学洛杉矶分校攻读科学教学证书。 该项目的目标和招聘的高级科学专业谁是有兴趣的教学，谁有家庭关系和我们的合作学校的当地社区的承诺，谁希望留在地理区域。 这些有资格的教师的持续存在源于一个以研究为基础的科学教师教育计划，该计划使教师具备承诺，能力和弹性，以便在STEM学科中代表性不足的不同人口的学校任教。 作为该计划的学生，他们从课程的第一个证书年得到教师和同行的支持，通过具有挑战性的教学和M.艾德完成的第一年，并进入随后的职业生涯早期。 通过在目标学校内发展同龄人，并将他们两人一组安排到学校，提供一个内置的同伴支持网络，解决了教师孤立的问题。