NebraskaNOYCE: NSF Mathematics Teaching and Master Teaching Fellows Program

内布拉斯加州NOYCE：NSF 数学教学和硕士教学研究员计划

• 批准号: 1035268
• 负责人: Wendy Smith
• 金额: $ 300万
• 依托单位: University of Nebraska-Lincoln
• 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: 2010-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1035268&HistoricalAwards=false
• 关键词: NebraskaNOYCE; NSF; Mathematics; Teaching; Master

NebraskaNOYCE is a collaboration involving the University of Nebraska-Lincoln (UNL), Omaha Public Schools, Lincoln Public Schools, Grand Island Public Schools, Nebraska's Educational Service Units Coordinating Council, the University of Nebraska Foundation, and the Nebraska P-16 Initiative seeking to increase the number of high quality mathematics teachers in Nebraska's high need schools. Program objectives are to: 1) create a high quality one year (14-month) program leading to a Master of Arts for Mathematics Teachers (MAMT) degree and certification to teach mathematics; 2) recruit and significantly support 16 STEM professionals who enroll as NSF Teaching Fellows (TFs) in the MAMT degree program and continue to support them with mentoring and salary supplements while they fulfill a four-year teaching commitment to teach in a NebraskaNOYCE partner school district high need school; 3) recruit 24 NSF Master Teaching Fellows (MTFs) who commit to teach for five years in a high need school and support them with professional development, graduate level coursework and salary supplements as they become Master Teachers, able to significantly contribute to mathematics teaching and learning in their school and district; 4) provide mentoring and continuing professional development for TFs and MTFs while they fulfill their teaching requirement, creating a model for how mathematics and education faculty work in partnership with district mathematics leaders in pursuit of the common mission to improve mathematics teaching and learning in high need schools; and 5) bring NebraskaNOYCE to sustainability through the pursuit of university, private, and corporate funds that support mathematics teacher education and the university-local school district partnership. The innovative one-year masters/certification program offers an attractive option for STEM professionals who want to consider becoming a mathematics teacher. The recruitment of 16 Teaching Fellows preparing to teach mathematics, represents a 35% increase in the number of new mathematics teachers produced at UNL. The program places each TF in the classroom of a MTF for field experience. This tightly knit collaboration offers the TFs intensive, sustained field experience in diverse classrooms designed to connect theory and methods to classroom practice under the direct guidance of a MTF. The partner districts serve 31% of Nebraska's public school students, but 43.4% of Nebraska students from families below the poverty line, 78% of the state's African-American students, and 46% of the Hispanic students in the state. The project builds on a robust statewide partnership and two NSF MSPs - the Math in the Middle Institute Partnership (M2) and NebraskaMATH.

NebraskaNOYCE是一项合作，涉及内布拉斯加大学林肯（UNL），奥马哈公立学校，林肯公立学校，大岛公立学校，内布拉斯加州的教育服务单位协调理事会，内布拉斯加大学基金会和内布拉斯加州P-16倡议寻求增加内布拉斯加州的高质量数学教师的数量的高需求的学校。 方案目标是：（1）创造高质量的一年（14个月）计划导致艺术数学教师（MAMT）学位和认证的硕士教数学; 2）招聘并大力支持16名STEM专业人士，他们在MAMT学位课程中注册为NSF教学研究员（TF），并继续为他们提供指导和工资补贴，同时他们完成四个-一年的教学承诺，在内布拉斯加州合作学区的高需求学校任教; 3）招募24名NSF硕士教学研究员（MTF），他们承诺在高需求学校任教五年，并在他们成为硕士教师时为他们提供专业发展，研究生水平课程和工资补贴，能够为学校和学区的数学教学做出重大贡献; 4）为TF和MTF提供指导和持续的专业发展，同时满足他们的教学要求，创建一个数学和教育教师如何与地区数学领导人合作的模式，以追求共同的使命，以提高数学教学和学习的高需要的学校;和5）通过追求大学，私人和企业的资金，支持数学教师教育和大学-当地学区的伙伴关系，使内布拉斯加州的可持续发展。创新的为期一年的硕士/认证课程为想要考虑成为数学教师的STEM专业人士提供了一个有吸引力的选择。 招聘16名准备教数学的教学研究员，代表UNL新数学教师人数增加了35%。该计划将每个TF放置在MTF的教室中进行现场体验。这种紧密的合作提供了TF密集，持续的实地经验，在不同的教室，旨在连接理论和方法的直接指导下的MTF课堂实践。合作区为内布拉斯加州31%的公立学校学生提供服务，但内布拉斯加州43.4%的学生来自贫困线以下的家庭，78%的非裔美国学生和46%的西班牙裔学生。该项目建立在一个强大的全州范围内的合作伙伴关系和两个NSF MSP-数学在中间研究所合作伙伴关系（M2）和内布拉斯加州数学。