Texas Tech Noyce Scholars Programs

德克萨斯理工大学诺伊斯学者计划

• 批准号: 0833326
• 负责人: Jerry Dwyer
• 金额: $ 74.03万
• 依托单位: Texas Tech University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0833326&HistoricalAwards=false
• 关键词: Texas; Tech; Noyce; Scholars; Programs

The Texas Tech Noyce Scholars (TTNS) program, implemented by the Departments of Mathematics & Statistics and Chemistry & Biochemistry at Texas Tech University (TTU), is providing scholarships to 26 upper level undergraduate students from Mathematics and Chemistry majors for a two-year long K-12 teacher preparation experience. Students take courses related to K-12 education and spend 10 hours per week in K-12 schools. Students are mentored by faculty and teachers committed to their educational development and are provided with long term support structures to ensure their continued success as teachers. The mix of mathematics and science students creates a synergy that dovetails with existing integrated programs at TTU. In addition, ten lower level undergraduates participate each year in summer K-12 programs designed to facilitate their induction into K-12 secondary teaching careers. This is particularly helpful to members of underrepresented groups who may not otherwise have considered teaching as a career. Scholarship recipients must teach for four years following completion of their certification in high needs schools in Lubbock Independent School District (LISD) in West Texas, a district with large populations of underrepresented students. Intensive mentoring is provided. The project is collaborating with the Center for the Integration of Science Education and Research, a partner in the T-STEM initiative at TTU, which has an established record of success in preparing and supporting teacher leaders, who are effective teachers, mentors, and developers of curriculum. Education officials from LISD supervise the placement and retention of the new teachers. Each year the participants form a cohort, a model that is known to lead to more successful retention in such programs. Effective mentoring practices are being studied and disseminated for replication in other programs. Coordinating the coursework and K-12 experiences with an intense environment focused on mentoring will give the cohorts a real sense of the work of teachers, thus promoting higher retention levels in teaching careers. The nation's schools also face a continuing problem in retaining effective mathematics and chemistry teachers. This program is developing a model support system, focused on mentoring and collaboration, which is designed to enhance the first four years of teaching experiences of these individuals.

由德州理工大学（TTU）数学与统计和化学与生物化学系实施的德州理工大学杰出学者（TTNS）计划，为26名数学和化学专业的高年级本科生提供奖学金，让他们获得为期两年的K-12教师准备经验。学生们参加与K-12教育相关的课程，每周在K-12学校学习10个小时。学生由致力于其教育发展的教师和教师指导，并提供长期支持结构，以确保他们作为教师的持续成功。数学和科学学生的混合创造了一种协同作用，与TTU现有的综合课程相吻合。此外，每年有10名水平较低的本科生参加夏季K-12课程，旨在促进他们进入K-12中学教学生涯。这对代表性不足的群体的成员特别有帮助，否则他们可能不会将教学视为一种职业。奖学金获得者必须在完成认证后在西德克萨斯州拉伯克独立学区（Lubbock Independent School District， LISD）的高需求学校任教四年，该学区有大量未被充分代表的学生。提供密集的指导。该项目与科学教育与研究整合中心合作，该中心是TTU T-STEM计划的合作伙伴，该中心在培养和支持教师领导者方面取得了成功，这些教师领导者是有效的教师、导师和课程开发者。学校的教育官员负责监督新教师的安置和留用。每年，学员们都会组成一个队列，这种模式被认为能更成功地留住这类项目的学员。正在研究和传播有效的指导实践，以便在其他项目中复制。将课程作业和K-12经验与注重指导的紧张环境相协调，将使学员真正了解教师的工作，从而提高教师职业生涯的保留率。美国的学校还面临着一个持续存在的问题，那就是如何留住称职的数学和化学教师。该项目正在开发一个以指导和协作为重点的示范支持系统，旨在提高这些人头四年的教学经验。