Robert Noyce Teacher Scholarship Program

Noyce项目的第二阶段是培养科学和数学教师，他们在其内容领域知识渊博，熟悉基于标准的教育，并准备通过以下方式迎接高需求学校教学的挑战：1)招募高素质的个人进入科学和数学教学的职业道路；2)准备和展示课程材料，解决在高需求学校工作的挑战和回报；3)在这些学校提供早期教学经验；4)通过目前在类似学校工作的前诺伊斯学者的帮助，支持初入职的科学和数学教师。它建立在之前的Noyce第一阶段奖（0531856）的基础上，该奖项向致力于在高需求学校任教的未来科学和数学教师颁发了42份奖学金和4份津贴。该项目扩大并加强了石溪大学与长岛和纽约市高需求学校合作的承诺。八项为期两年的奖学金将被授予，以吸引有才华的理工科本科学生进入教师队伍。25个为期一年的奖学金将颁发给通过教学硕士课程进行教师认证研究的STEM专业人员。八项为期两年的奖学金将颁发给在高需求学校工作的毕业生，他们承诺为斯通布鲁克的教师教育计划和服务专业发展活动做出贡献。涉及的学区包括布伦特伍德、中央艾斯利普、纽约市和威廉弗洛伊德。其他贡献机构包括纽约州城市教师教育中心（SUTEC）和石溪大学最近成立的科学与数学教育中心（CESAME）。该提案的智力价值在于，它受益于并建立在先前项目的成功基础上，以推进教师准备方面的知识，包括早期教学经验和新手教师入门实践，以及这些如何影响高需求学校的教师。第一阶段和第二阶段成果的监测、评价和传播也正在扩大。目前正在评价它们在该区域高需求学校征聘、培养和留住教师方面的成功情况。还收集了纵向数据，以便提供有关有助于有效发展科学和数学教师的长期项目特征的数据。更广泛的影响：该项目更广泛的影响包括：1)提高高需求学校数学和科学教师的质量和数量；2)为数学和科学教师的招聘、准备和保留建立新的模式，以解决教师短缺问题；3)传播有可能促进该领域知识发展的研究成果。

This Phase II Noyce project is preparing science and mathematics teachers, knowledgeable in their content areas, familiar with standards based education and prepared to meet the challenges of teaching in high needs schools by: 1) recruiting highly qualified individuals into science and mathematics teaching career pathways; 2) preparing and presenting course materials that address the challenges and rewards of working in high needs schools; 3) providing early teaching experiences in these schools; and 4) supporting the science and mathematics teachers in their induction years through the assistance of former Noyce scholars currently working in similar schools. It builds on a previous Noyce Phase I award (0531856) which awarded forty-two scholarships and four stipends to prospective science and mathematics teachers who committed to teach in high needs schools. This project expands and enhances Stony Brook's commitment to working with high needs schools on Long Island and in New York City. Eight two-year scholarships are being awarded to attract talented undergraduate science and mathematics majors to enter the teaching workforce. Twenty-five, one-year scholarships are being awarded to STEM professionals undertaking teacher certification studies through a Masters in Teaching program. Eight two-year stipends are being awarded to graduates of the program working in high needs schools, who have committed to contributing to Stoney Brook's teacher education programs and to in service professional development activities. School districts involved include Brentwood, Central Islip, New York City, and William Floyd. Other contributing entities include the New York State Urban Teacher Education Center (SUTEC) and Stony Brook's recently created Center for Science and Mathematics Education (CESAME)Intellectual Merit: The intellectual merit of this proposal is that it profits from and builds upon the success of prior projects in order to advance knowledge of teacher preparation, with respect to early teaching experiences and novice teacher induction practices, and how these affect teachers in high needs schools. The monitoring, evaluation and dissemination of the Phase I and Phase II outcomes are also being expanded. They are being evaluated with respect to their success in recruiting, preparing and retaining teachers in the high needs schools of the region. Longitudinal data is also being collected in order to provide data concerning the long-term program features that contribute to effective science and mathematics teacher development.Broader Impact: The project's broader impacts include: 1) improvement in the quality and quantity of mathematics and science teachers for high needs schools; 2) building of new models for the recruitment, preparation, and retention of mathematics and science teachers to meet teacher shortages, and 3) dissemination of findings that have the potential to advance knowledge in the field.