Louisiana Math and Science Teacher Institute

路易斯安那州数学与科学教师学院

• 批准号: 0928847
• 负责人: James Madden
• 金额: $ 499.98万
• 依托单位: Louisiana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-15 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0928847&HistoricalAwards=false
• 关键词: Louisiana; Math; Science; Teacher; Institute

The Louisiana Math and Science Teacher Institute (LA-MSTI) is a Partnership that includes the Louisiana State University & Agricultural and Mechanical College (LSU) as Lead Institution, the East Baton Rouge Parish School System and the Iberville Parish School System as Core Partners, and the Louisiana Department of Education and numerous other school districts in the Baton Rouge area as Supporting Partners.The LA-MSTI establishes a special track for secondary-teachers within the Master's of Natural Sciences (MNS) degree program in the LSU College of Basic Sciences. It is based on a new, challenging and unique content-focused curriculum that develops science and mathematics Teacher Leaders for grades 7 - 12. The Partnership also creates new job categories and career paths for these Teacher Leaders, in which they work among their teacher-colleagues and with local and state educational leaders to improve student learning.Ninety-six Teacher Leaders are supported by the Partnership as NSF Fellows. The Fellows are experienced mathematics and science teachers who are sponsored by the districts that employ them. Sponsorship entails creating new job assignments with significant responsibilities in coaching, mentoring or other capacities that leverage the disciplinary content knowledge, pedagogical content knowledge, and leadership skills developed in the MNS. The sponsorship model offers an innovative formula for district-university cooperation, resulting in enhancements to the teaching profession and increased student achievement. It allows both organizations--the district and the university--to focus their capabilities in complementary ways, respecting the traditional roles of the institutions, avoiding overlapping authority, and at the same time, promoting positive change in both.The academic program includes 30 semester-hours of graduate credit and a master's thesis. The program is completed over a period of 26 months, requiring six weeks of coursework during each of three consecutive summers. Frequent contact is maintained during the two intervening academic years, but is scheduled to avoid interfering with teaching duties. Candidates attend in cohorts that promote collegiality and they develop a genuine professional community. The thesis includes scholarship in secondary mathematics and/or science education and is publishable in scholarly journals in these fields. The program develops Teacher Leaders who can teach Advanced Placement, International Baccalaureate and dual enrollment courses and the courses that lead up to them, to make challenging courses and curricula available to all students. It also equips Teacher Leaders to assist other teachers in offering these courses and expanding access and opportunity for all students. The leadership component includes a 3-credit-hour graduate-level leadership seminar, with academic year follow-up focusing on coaching, school improvement, and data management.The research component of the project involves LSU Department of Psychology faculty, who investigate the following questions: 1) How can the psychological theories of expert performance and deliberate practice help to conceptualize the qualities of effective mathematics and science teachers, understand how exemplary teaching practices are acquired and inform the design of programs that promote them? 2) How is knowledge that supports effective teaching produced, controlled and propagated in teacher networks? The researchers seek findings that will inform the design of academic programs for teachers and their work-assignments in schools. They aim to initiate an independent, self-sustaining research program that will produce knowledge about professional development using the methodology of cognitive science.An exceptionally strong evaluation component works in cooperation with the researchers to support the development of fundamental knowledge of the social and cognitive aspects of structure and change in school organizations, yielding knowledge that is broadly applicable to improving the quality of educational programs and institutions and providing access for all students.

路易斯安那州数学和科学教师研究所（LA-MSTI）是一个合作伙伴关系，包括路易斯安那州州立大学&农业和机械学院（LSU）作为牵头机构，东巴吞鲁日教区学校系统和伊贝维尔教区学校系统作为核心合作伙伴，路易斯安那州教育部和巴吞鲁日地区的许多其他学区作为支持合作伙伴。LA-MSTI为自然科学硕士（MNS）内的中学教师建立了一个特殊的轨道路易斯安那州立大学基础科学学院的学位课程。 它是基于一个新的，具有挑战性和独特的内容为重点的课程，开发7 - 12年级的科学和数学教师领导者。 该伙伴关系还为这些教师领导人创造了新的工作类别和职业道路，他们在教师同事之间以及与地方和州教育领导人合作，以改善学生的学习。 研究员是经验丰富的数学和科学教师，由雇用他们的地区赞助。 赞助需要创造新的工作任务，在教练，指导或其他能力，利用学科内容知识，教学内容知识，并在MNS开发的领导技能的重大责任。 赞助模式为地区与大学的合作提供了一个创新的模式，从而提高了教学专业和学生的成绩。 它允许两个组织-地区和大学-以互补的方式集中他们的能力，尊重机构的传统角色，避免权力重叠，同时促进双方的积极变化。学术课程包括30个学期的研究生学分和硕士论文。 该计划在26个月内完成，需要在连续三个夏天的每一个六周的课程。 在两个学年之间保持经常联系，但安排时间是为了避免干扰教学工作。 候选人以促进合议的方式参加，他们发展了一个真正的专业社区。论文包括中学数学和/或科学教育的奖学金，并在这些领域的学术期刊上发表。 该计划培养教师领导谁可以教先进的安置，国际文凭和双招生课程，并导致他们的课程，使具有挑战性的课程和课程提供给所有学生。它还装备教师领导人，以协助其他教师提供这些课程，并扩大所有学生的访问和机会。 领导力部分包括一个3学分小时的研究生水平的领导力研讨会，与学年后续侧重于教练，学校改进，和数据管理。该项目的研究部分涉及心理学教师的路易斯安那州立大学系，谁调查以下问题：第一章专家表现和刻意练习的心理学理论如何有助于概念化有效数学和科学的品质教师，了解示范教学实践是如何获得和通知的方案，促进他们的设计？2)支持有效教学的知识是如何在教师网络中产生、控制和传播的？ 研究人员寻求的发现将为教师的学术课程设计和他们在学校的工作分配提供信息。 他们的目标是启动一个独立的，自我维持的研究计划，将产生有关专业发展的知识，使用认知科学的方法。一个非常强大的评估组成部分与研究人员合作，以支持学校组织结构和变化的社会和认知方面的基础知识的发展，产生广泛适用于提高教育方案和机构质量并为所有学生提供机会的知识。