Fordham University NSF Robert Noyce Teacher Scholarship Program

福特汉姆大学 NSF 罗伯特·诺伊斯教师奖学金计划

• 批准号: 1240070
• 负责人: Philip Dituri
• 金额: $ 116.82万
• 依托单位: Fordham University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1240070&HistoricalAwards=false
• 关键词: Fordham; University; NSF; Robert; Noyce

Fordham University's Noyce Mathematics Scholarship Program is preparing 18 STEM majors and STEM professionals to teach middle and high school mathematics in high-need New York City public schools. Students in this program earn a Master of Science in Teaching while carrying out training in a core activity, the Japanese Lesson Study. This intensive and structured approach to planning lessons involves collaborative planning, presentation of the lesson to actual classes of students while being observed, and revision of the lesson as a result of the critique of the observers? and the teachers' own perceptions of the lesson's strengths and weaknesses. By learning to reflect on their own practice, to be open to observation and feedback from their peers and to encourage their colleagues, new teachers are better prepared to engage continuously in efforts to improve their practice, not only on the "planned" lessons, but on all their interactions with their students. Noyce Scholars continue to interact with the program during their challenging first two years of teaching, helping them to remain in the classroom despite structural and systemic conditions that drive many teachers away from the profession. Overall, this program can become a model for teacher preparation while serving the broader need of providing qualified teachers with high mastery of their content to the high-need classrooms of the city of New York.

福德姆大学的诺伊斯数学奖学金计划正在准备18个STEM专业和STEM专业人员在高需求的纽约市公立学校教授初中和高中数学。 该课程的学生在进行核心活动“日语课程研究”培训的同时获得教学科学硕士学位。 这种密集和结构化的方法来规划课程涉及协作规划，介绍的教训，以实际班的学生，而被观察，并修改的教训，作为一个结果的批评观察员？以及教师对课程优缺点的看法。 通过学习反思自己的实践，对同行的观察和反馈持开放态度，并鼓励同事，新教师能够更好地准备不断努力改进他们的实践，不仅是在“计划”的课程上，而且在他们与学生的所有互动中。诺伊斯学者继续与他们具有挑战性的头两年的教学计划互动，帮助他们留在课堂上，尽管结构和系统的条件，驱使许多教师远离职业。总体而言，该计划可以成为教师准备的典范，同时为纽约市的高需求教室提供高水平掌握其内容的合格教师的更广泛需求。