KC-TEACH-Robert Noyce Scholarship Program

KC-TEACH是密苏里大学堪萨斯城（UMKC）艺术与科学学院、教育与生物科学学院以及密苏里州堪萨斯城学区（KCMSD）的合作项目，旨在增加KCMSD高中科学教师的数量。 奖学金提供给本科生谁有2-3年完成他们的本科学位在生物学，化学，地质学，或物理学和科学认证要求，这迫使收件人4-6年的教师服务在一个高需求区。 津贴也可用于参加UMKC科学学士学位获得者/第二职业计划的STEM专业人员，使参与者能够在一年内完成高中科学认证，然后要求他们在高需求地区提供2年的教师服务。 该项目将在五年内培养28名生物学、化学、地球科学或物理学方面的新科学教师，使候选人具备提供高质量科学教学的能力，并将他们安置在一所高需求的城市高中。 该项目提供了早期的现场经验，新生和新生在高中科学课堂上的大师教师。 KC-TEACH计划完成者在教学的前三年通过仔细的第一年安置和导师选择和新教师方向，课堂管理支持和社会化进入教师职业得到支持。 与该项目相关的研究正在调查探究教学在提高理科学生的内容知识、推理和态度方面的有效性，并为有能力在高需求领域提供高质量科学教学的教师候选人做好准备。这项研究的一个主要贡献是确定的因素和特点，可以用来预测保留的科学教师在高需求领域超出合同义务。

KC-TEACH is a collaboration involving the University of Missouri-Kansas City (UMKC) College of Arts and Sciences, Schools of Education and Biological Sciences, and the Kansas City, Missouri School District (KCMSD), seeking to increase the number of high school science teachers in the KCMSD. Scholarships are available for undergraduate students who have 2-3 years to complete both their undergraduate degree in biology, chemistry, geology, or physics and science certification requirements, which obligates the recipients to 4-6 years of teacher service in a high-need district. Stipends are also available for STEM professionals enrolled in the UMKC science bachelor's recipient /second-career program, enabling participants to complete high school science certification in one year and then obligating them to 2 years of teacher service in a high-need district. The project is preparing 28 new science teachers in biology, chemistry, earth science or physics over five years by equipping candidates to provide high-quality science instruction and placing them in a high-need urban high school. The project provides early field experiences for freshmen and sophomores in high school science classrooms of master teachers. KC-TEACH program completers are supported in their first three years of teaching through careful first-year placement and mentor selection and new teacher orientation, classroom management support, and socialization into the teaching profession. Research associated with the project is investigating the effectiveness of inquiry instruction at improving content knowledge, reasoning, and attitudes of science students and preparing teacher candidates who are well equipped to provide high-quality science instruction in high-need areas. A major contribution of this research is the identification of factors and characteristics that can be used to predict retention of science teachers in high need areas beyond contractual obligations.