Teach SouthCoast STEM

南海岸 STEM 教学

• 批准号: 1136382
• 负责人: Stephen Witzig
• 金额: $ 236.48万
• 依托单位: University of Massachusetts, Dartmouth
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1136382&HistoricalAwards=false
• 关键词: Teach; SouthCoast; STEM

The University of Massachusetts Dartmouth (UMass Dartmouth) and its school and community partners are preparing 20 new science and mathematics teachers (Teaching Fellows) and 10 Master Teaching Fellows as STEM educators for the middle and secondary schools of Fall River, New Bedford, and Wareham, MA. The project is preparing STEM teachers by focusing on three major program strands: 1) educators deepening their STEM content knowledge and instructional practices through content-intensive learning experiences; 2) educators developing critical 21st century skills through the active exploration of emerging technologies in STEM education; and 3) educators developing teacher leadership skills via a collaborative approach, based on a proven model that utilizes peer-coaching, mentoring, and professional learning communities. Teaching Fellows earn a Master of Arts in Teaching-Initial licensure in 15 months, an accelerated schedule that includes a full year of teaching residency in a high-need school. Master Teaching Fellows earn a graduate-level 12-credit STEM Teacher Leadership Certificate within one year, developing mentoring skills, and ushering the TFs into the teaching profession. While participating in the program, the Teaching Fellows are developing into master teachers, earning a professional teaching license and a STEM Teacher Leadership Certificate.Through the training and mentoring activities of the TFs and MTFs, together with the project's in-depth data management and thorough evaluation, the project is uncovering direct relationships between teacher preparation and student achievement. The project is tracking the growth of content knowledge and pedagogical skills in beginning teachers, and also tracking the development of leadership and mentoring skills in experienced teachers. With the requirement that both TFs and MTFs complete coursework in educational research, the participants engage in interpreting and sharing their own research, contributing to change in STEM classrooms. In addition, the program is contributing to the development of a Technology/Engineering teaching license at UMass Dartmouth, meeting an urgent regional need.

麻省大学达特茅斯分校（UMass Dartmouth）及其学校和社区合作伙伴正在为马萨诸塞州福尔里弗、新贝德福德和韦勒姆的中小学准备20名新的科学和数学教师（教学研究员）和10名硕士教学研究员，作为STEM教育工作者。该项目通过关注三个主要项目来培养STEM教师：1)教育工作者通过内容密集型学习经验加深他们的STEM内容知识和教学实践；2)教育工作者通过在STEM教育中积极探索新兴技术来培养21世纪的关键技能；3)教育工作者通过合作的方式培养教师的领导技能，这种合作的方式基于一种经过验证的模式，即利用同伴指导、指导和专业学习社区。教师奖学金获得者在15个月内获得教学硕士学位——初步执照，这是一个加速的计划，包括在高需求学校的一整年的教学实习。硕士教学研究员在一年内获得研究生水平的12学分STEM教师领导证书，培养指导技能，并引领助教进入教学行业。在参与该计划的同时，教师研究员将发展成为大师教师，获得专业教学执照和STEM教师领导证书。通过对助教和助教的培训和指导活动，再加上项目深入的数据管理和全面的评估，该项目揭示了教师准备和学生成绩之间的直接关系。该项目正在跟踪初级教师的内容知识和教学技能的增长，同时也在跟踪经验丰富的教师的领导和指导技能的发展。由于要求助教和助教都完成教育研究方面的课程，参与者参与解释和分享他们自己的研究，为改变STEM课堂做出贡献。此外，该项目还有助于马萨诸塞大学达特茅斯分校技术/工程教学许可证的开发，以满足迫切的地区需求。