Syracuse University Noyce Scholars Program for Science and Mathematics Teachers

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。锡拉丘兹大学科学和数学教师诺伊斯学者计划（SUNoyce）是一个多方面的合作项目，涉及锡拉丘兹大学教育学院、艺术与科学学院、研究生院和合作伙伴，包括北部路易斯斯托克斯少数民族参与联盟（LSAMP）、锡拉丘兹市学区、北部高需求农村学校联盟、奥内达加社区学院、门罗社区学院（Monroe Community College）和一个由纽约中部地区的非正式STEM教育中心组成的网络，为本科生提供暑期实习机会，目的是增加在高需求学区（包括几个农村地区）任教的高素质科学和数学教师的数量。SU-Noyce项目将在五年内培养36名高素质的数学和科学（生物、化学、物理和地球科学）教师，比目前的能力增加41%。该项目为攻读四年制教师教育课程的本科、初中和高中STEM专业学生提供两年奖学金，为攻读五年制学士/硕士学位并获得教师资格认证的STEM专业学生提供三年奖学金，为攻读数学或科学教育硕士学位并获得教师资格认证的STEM专业人员和近期STEM毕业生提供一年奖学金。SU-Noyce学者在高需求学区的前三年教学期间参加一个强大而持续的指导和专业发展计划，以减少具有挑战性的入职期间的流失率，并鼓励这些学者在服务义务期满后继续留在高需求学校。与该项目相关的研究提供了以下证据：(a)在准备、引导和支持教师的专业学习连续统一体的所有阶段，对候选人使用“学习教学的中心任务”（Feiman-Nemser, 2001）框架的有效性，以及(b)在教师从新手过渡到合格专业人员的过程中，对他们最有帮助的支持。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Syracuse University Noyce Scholars Program for Science and Mathematics Teachers (SUNoyce) is a multi-faceted collaborative project involving the Syracuse University School of Education, College of Arts & Sciences, the Graduate School and partners including the Upstate Louis Stokes Alliance for Minority Participation (LSAMP), the Syracuse City School District, the Upstate High-Needs Rural Schools Consortium, Onondaga Community College, Monroe Community College and a network of informal STEM education centers from across central New York hosting summer internships for undergraduates with the goal of increasing the number of highly-qualified science and mathematics teachers teaching in high-need school districts, including several rural districts. The SU-Noyce project is preparing 36 additional highly-qualified mathematics and science (Biology, Chemistry, Physics and Earth Science) teachers over a five-year period, resulting in a 41% increase over the current capacity. The project supports two-year scholarships for undergraduate junior and senior STEM majors in a four-year teacher education program, three-year scholarships for STEM majors enrolled in a five-year BA/MS degree program leading to teacher certification, and one-year stipends for STEM professionals and recent STEM graduates pursuing teacher certification through a master's degree in mathematics or science education. SU-Noyce Scholars participate in a robust and sustained mentoring and professional development program during their first three years of teaching in a high-needs school district to reduce the rate of attrition during the challenging induction period and encourage these scholars to remain in high-needs schools beyond the period of their service obligation. Research associated with the project is providing evidence of (a) the effectiveness of the use of the Central Tasks of Learning to Teach (Feiman-Nemser, 2001) framework with candidates at all stages of the professional learning continuum of preparing, inducting and supporting teachers, and (b) the supports that are most helpful to teachers as they transition from novices to competent professionals.