LSU NOYCE TIGERS: Teaching Investigating Guiding Engaging Researching Serving

路易斯安那州立大学在四年内为准备成为GEAUX教学项目的科学和数学教师的大三和大四学生提供24个奖学金。此外，还为大一、大二学生提供暑期研究实习机会，为教师候选人提供真正的动手数学和科学研究经验。这些经验的目的是使数学和科学教师不仅能够准确地向中学生传达学校学科的事实和技能，而且还能传达该学科的实际研究文化。因此，STEM学生可能会被GEAUX Teach项目所吸引，不仅因为它可以获得教学证书，还因为它支持他们在实验室环境下的暑期实习，在大学研究人员的指导下协助正在进行的研究项目。虽然真正的研究经验是必要的，完全有能力的数学和科学教师，它可能不足以确保教师能够将这些经验转化为课程创新。为了解决这个问题，实习经历的设计是让暑期学者作为一个队列，与教师导师——前GEAUX Teach的毕业生，以前是诺伊斯奖学金的获得者，他们的教学实践体现了学科忠诚的理想。通过对自身毕业生的再投资，GEAUX Teach项目正在周边学区建立一个卓越教学的递归社区。该项目利用教师有效性的增值分析对毕业生的成功进行评估。评估设计将GEAUX Teach项目与一个复杂的三层分层模型中的全州纵向数据数据库联系起来，并使用学生、教室和学校层面的先前成绩、出勤率和人口统计变量来评估教师备课效果。这为NOYCE奖学金获得者提供了一个系统的、纵向的评估，解决了该计划对高需求学校/地区教师保留、流失和服务的影响。

Louisiana State University is providing 24 scholarships over four years to juniors and seniors preparing to become science and math teachers in the GEAUX Teach program. In addition, summer research internships are available for freshmen and sophomores to provide teacher candidates with authentic hands on mathematics and science research experiences. These experiences are designed to enable mathematics and science teachers to accurately relay to secondary school students not only the facts and skills of the school subject, but also something of the actual culture of research in the discipline. Thus STEM students may be attracted to the GEAUX Teach program not only because it leads to a teaching credential, but also because it supports their summer internship in a laboratory setting assisting with ongoing research projects under the guidance of university researchers. Although authentic research experience is necessary for the fully capable mathematics and science teacher, it may not be sufficient to ensure teachers can translate that experience into curriculum innovation. To address this, the internship experience is designed to involve summer scholars, as a cohort, with teacher mentors - former graduates of the GEAUX Teach who were previous recipients of Noyce Scholarships whose teaching practices embody the ideals of disciplinary fidelity. By reinvesting in its own graduates, the GEAUX Teach program is building a recursive community of teaching excellence in the surrounding school districts. The project is conducting an assessment of the success of the graduates using a value-added analysis of teacher effectiveness. The evaluation design links the GEAUX Teach program with the statewide data base of longitudinal data within a complex three layer hierarchical model and uses prior achievement, attendance, and demographic variables at the student, classroom, and school levels to estimate teacher preparation effects. This provides a systematic, longitudinal evaluation of NOYCE Scholarship awardees, addressing the impact of the program on teacher retention, attrition, and service in high-need schools/districts.