Mathematics and Science Teacher Education Residency

数学和科学教师教育住院医师实习

• 批准号: 1238157
• 负责人: Sherryl Graves
• 金额: $ 760.92万
• 依托单位: CUNY Hunter College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238157&HistoricalAwards=false
• 关键词: Mathematics; Science; Teacher; Education; Residency

The Mathematics and Science Teacher Education Residency (MASTER) project - including as core partners Hunter College of the City University of New York, New Visions for Public Schools, the New York City Department of Education, and the New York Hall of Science, with additional support from Internationals Network for Public Schools - is creating an innovative residency and induction program in the service of increased student learning in high-needs New York City schools. Building upon research showing that teacher education is most effective when enacted in concert with highly aligned, practical learning of content in the pedagogical context, the MASTER partners are designing, implementing, refining, and testing a model of secondary science and mathematics candidate recruitment, teacher preparation, induction and professional development. Moreover, the MASTER project is supporting three cohorts of 25 novice teachers and their mentors to serve in New Visions/NYC DOE schools, leading to the establishment of school communities that support collaborative pre-service teacher learning and ongoing teacher development. Upon satisfactory completion of their first residency year, MASTER residents receive their initial New York State certification in Adolescence Education in Mathematics, Biology, Earth Science, or Chemistry; in year two, after successful coursework completion and demonstration of effective instruction, they earn their Hunter College master's degree. The MASTER effort includes multiple approaches designed to develop teachers' pedagogical content knowledge (PCK) in conjunction with training in inquiry-based instructional strategies in an effort to increase the effectiveness of novice science and mathematics teachers and their mentors in delivering high quality instruction to urban secondary students. The project also impacts whole-school reform efforts through ongoing, aligned induction work with in-service teachers, and the production and dissemination of materials aligned to Common Core State Standards for Mathematics and Next Generation Science Standards.MASTER bridges the divide between traditional, alternative and clinically based programs by creating a clinically-rich, carefully sequenced, formatively assessed model that is constantly being evaluated against concrete outcome measures of student learning. As a comprehensive approach to building pre- and in-service teachers' PCK in order to increase student achievement, MASTER responds to the Math and Science Partnership program's call for innovations in the preparation of K-12 teachers of science, mathematics, engineering, and/or computer science at the pre-service level and support of new teachers during their early years in the profession. To validate outcomes, and produce findings that others may incorporate in their own designs for teacher preparation, MASTER research and evaluation is focused on demonstrating that: - The PCK-focused residency and mentor training curricula created by partners with distinct and deep expertise will increase the likelihood that novice and experienced mathematics and science teachers develop effective and engaging practices. - Participating mentor teachers and their colleagues will develop as peer leaders and will share their learning across departments and schools, creating a shift in school-wide instructional culture. - Students in participating teachers' classrooms will engage in project-based learning with PCK-trained teachers across multiple years, thereby increasing the likelihood that they will deepen their science/mathematics learning and take more science classes as well as higher-level mathematics courses (beyond the New York City requirements for graduation).

数学与科学教师教育实习(硕士)项目-包括作为核心合作伙伴的纽约市立大学亨特学院、公立学校新愿景、纽约市教育部和纽约科学厅，以及国际公立学校网络的额外支持-正在创建一个创新的实习和入职计划，以服务于纽约市高需求学校增加学生的学习。研究表明，教师教育在与教学内容高度一致的实际学习相结合的情况下是最有效的，在此基础上，主要合作伙伴正在设计、实施、完善和测试中学科学和数学候选人招聘、教师准备、上岗和专业发展的模式。此外，主项目正在支持三批25名新手教师和他们的导师在新视野/纽约市能源部学校服务，导致建立学校社区，支持教师职前合作学习和持续教师发展。在圆满完成第一个实习年度后，硕士住院医生将获得纽约州数学、生物、地球科学或化学青春期教育的初步认证；在第二年，在成功完成课程并展示有效教学后，他们将获得亨特学院硕士学位。大师的努力包括多种方法，旨在发展教师的教学知识(PCK)，并结合以探究为基础的教学策略培训，以努力提高科学和数学新手教师及其导师向城市中学生提供高质量教学的有效性。该项目还通过与在职教师进行持续一致的入职工作，以及制作和传播符合国家数学共同核心标准和下一代科学标准的材料，影响整个学校的改革努力。MASTER通过创建一个临床丰富、仔细排序、形式评估的模型，不断根据学生学习的具体结果指标进行评估，弥合了传统、替代和临床项目之间的分歧。作为建立职前和在职教师PCK以提高学生成绩的综合方法，MASTER响应了数学与科学伙伴计划的号召，要求在K-12科学、数学、工程和/或计算机科学教师的职前水平上进行创新准备，并在他们职业的早期支持新教师。为了验证结果，并产生其他人可能会在自己的教师培训设计中纳入的结果，大师研究和评估的重点是证明：-由具有独特和深厚专业知识的合作伙伴创建的以PCK为重点的住院医生和导师培训课程将增加新手和经验丰富的数学和科学教师开发有效和吸引人的实践的可能性。-参与的导师教师和他们的同事将发展为同行领导者，并将在部门和学校之间分享他们的学习，创造全校教学文化的转变。-参与教师课堂的学生将在多年期间与经过PCK培训的教师一起进行基于项目的学习，从而增加他们深化科学/数学学习并参加更多科学课程和更高水平的数学课程的可能性(超出纽约市的毕业要求)。