Indiana Noyce Science Scholars: Teachers for a New Decade

印第安纳州诺伊斯科学学者：新十年的教师

• 批准号: 1035234
• 负责人: Catherine Pilachowski
• 金额: $ 119.98万
• 依托单位: Indiana University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2017-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1035234&HistoricalAwards=false
• 关键词: Indiana; Noyce; Science; Scholars; Teachers

The Indiana Noyce Science Scholars: Teachers for a New Decade project partners faculty in the College of Arts and Sciences and the School of Education at Indiana University-Bloomington (IUB) with Bartholomew Consolidated School Corporation, North Lawrence Community Schools, Monroe County Community School Corporation, North Daviess Community Schools and Paoli Community Schools in support of developing sixty individuals to become middle grades and high school science teachers over the course of five years. The project provides for two pathways to produce the STEM teachers: 1) a discipline-specific B.S./M.S. program in biology, chemistry, physics, and geology, in which qualified science majors earn both a baccalaureate degree in a STEM discipline and a master's degree in education, as well as science teacher licensure and 2) the Transition to Teaching (T2T) program, which is a vehicle for graduate science majors and career changes who hold degrees in science and engineering fields to meet the requirements for science teacher licensure in Indiana.The conceptual framework for this Teachers for a New Decade project is summarized by "Six Principles for Teacher Education," which have been developed over multiple years by IUB faculty and speak to Knowledge, Meaningful Experience, Personalized Learning, Community, Critical Reflection, and Growth. This program is NCATE approved. The project includes a Noyce Mentor Coordinator who serves as a resource to Noyce Scholar-Teachers during their first year. This individual complements the teacher mentors in the schools by connecting them with relevant IUB faculty, thus ensuring responsiveness to content-driven needs of the fledgling Noyce Teachers. In addition to face-to-face mentoring, the project will utilize the "PBS TeacherLine Peer Connection" online induction delivery platform, which embeds research briefs along with short video podcasts modeling research-based best practice instructional strategies, along with Twitter or other real-time social media applications that are adaptable to coaching. The formative aspect of the evaluation will examine: the extent to which faculty and administrators make use of results and materials from prior NSF projects and the research literature on minority recruitment and supports; the effectiveness of "cohort" and mentoring in scholar/teachers' retention and completion; and institutional capacity building and changes needed to recruit and support cross-disciplinary students entering STEM education. The summative evaluation will focus on: how the scholar/teachers' content knowledge and prior experiences influence their instructional decision-making; which components of the preparation program have the greatest impact on induction experiences; how the supervision and mentoring components facilitated the transition from pre-service into teaching; and how these aspects of the project influenced teacher retention of the scholar/teachers.

印第安纳州诺伊斯科学学者：新十年项目教师项目与巴塞洛缪综合学校公司、北劳伦斯社区学校、门罗县社区学校公司、北戴维斯社区学校和保利社区学校合作，与艺术与科学学院和印第安纳大学布鲁明顿教育学院(IUB)的教职员工合作，在五年的时间里支持60名个人成为初中和高中科学教师。该项目提供了两条培养STEM教师的途径：1)生物、化学、物理和地质学的特定学科的理科学士/硕士项目，在该项目中，合格的理科专业的学生同时获得STEM学科的学士学位和教育硕士学位，以及科学教师资格；2)T2T计划，这是一个工具，为拥有科学和工程领域学位的研究生和拥有科学和工程领域学位的人提供工具，以满足印度对科学教师执照的要求。这一新十年教师项目的概念框架由六项教师教育原则总结而成，这些课程由IUB的教职员工多年来开发，内容涉及知识、有意义的体验、个性化学习、社区、批判性反思和成长。该计划获得了NCATE的批准。该项目包括一名诺伊斯导师协调员，他在诺伊斯学者教师的第一年担任资源。这一人员通过将学校的教师导师与相关的IUB教师联系起来，从而补充学校的教师导师，从而确保对初出茅庐的诺伊斯教师的内容驱动需求做出反应。除了面对面的指导，该项目还将利用“PBS TeacherLine Peer Connection”在线上岗授课平台，该平台嵌入研究简报、模拟基于研究的最佳实践教学策略的短视频播客，以及Twitter或其他适合指导的实时社交媒体应用程序。评估的形成方面将审查：教师和管理人员在多大程度上利用了以前NSF项目的结果和材料以及关于少数群体招聘和支持的研究文献；“队列”和辅导在留住和完成学者/教师方面的有效性；以及招收和支持跨学科学生进入STEM教育所需的机构能力建设和变革。终结性评估将集中在：学者/教师的教学知识和先前的经验如何影响他们的教学决策；准备计划的哪些部分对入职经验影响最大；监督和指导部分如何促进从任职前到教学的过渡；以及项目的这些方面如何影响学者/教师的教师留任。