Recruitment, Preparation, and Retention of Mathematics and Science Teachers: Noyce Scholars II Program at the College of William and Mary

数学和科学教师的招聘、准备和保留：威廉玛丽学院的诺伊斯学者 II 计划

• 批准号: 1339939
• 负责人: Paul Heideman
• 金额: $ 80万
• 依托单位: College of William and Mary
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1339939&HistoricalAwards=false
• 关键词: Recruitment; Preparation; Retention; Mathematics; Science

The Recruitment, Preparation, and Retention of Mathematics and Science Teachers project is a Phase II Robert Noyce Teacher Scholarship project at the College of William and Mary (W&M). It supports twenty-seven undergraduate and graduate majors in biology, chemistry, earth science, mathematics, or physics in obtaining a teaching credential, as well as the opportunity to earn a Master's of Arts in Education degree. The program model provides early experiences and structured mentoring about careers in teaching. It includes out-of-class opportunities and freshman-to-junior-year education course offerings to recruit students to teaching, STEM internships in teaching and research for Noyce Scholars, and courses for Noyce Scholars that supplement W&M's teacher education program. Three different pathways into the profession of teaching are supported: a customary four-year baccalaureate program, an integrated "fifth-year" baccalaureate and M.A. Education Program, and a full-time, 12-month M.A. Education Program. This Noyce Phase II project is testing a model for the many colleges and universities similar to W&M that face the dual challenges of low numbers of STEM students entering the teaching profession and being physically distant from high-need schools. Two issues for many institutions are: (1) sparking and developing an interest in a career in teaching in STEM students in the early undergraduate years, and (2) designing effective strategies for preparing students to teach in high-need schools. In this project, immersive experiences in high need schools develops familiarity and provides opportunity for reflection and deeper understanding for undergraduates at the freshman to junior level. A one-credit course for Noyce Scholars incorporates research findings from neuroscience and cognitive psychology to provide evidence-based, practical applications in STEM teaching and develops the ability of Noyce Scholars to evaluate new approaches to teaching. A practicum course for Noyce Scholars provides experiences in high-need settings to develop competencies and confidence of Noyce Scholars to teach in high need schools. The College of William and Mary in partnership with the Williamsburg-James City County Public Schools works together to refine and expand the successful program developed during Phase I in several significant ways: (a) deepening collaborative engagement among STEM departments, the School of Education, and the W&M Office of Community Engagement, which educates and inducts students into practical, hands-on community service (b) developing a new program for recruiting and mentoring diverse, qualified students for a teaching career in high-need schools; (c) continuing to enhance the established teacher education program with special course offerings in STEM education and in science; (d) expanding experiences for W&M students in high-need schools and settings; (e) continuing to offer summer internships for STEM teaching and research; (f) providing student stipends to cover tuition and fees; (g) continuing to provide follow-up mentoring and support for teaching in high-need schools; (h) adding financial support for Noyce Scholars employed in high-need schools during their first two years of teaching; and (i) implementing a comprehensive evaluation and longitudinal study, inclusive of forty-three Phase I Noyce Scholars, to provide a rigorous evidence base for the program and publication.

数学和科学教师的招聘、准备和保留项目是威廉与玛丽学院(W&AMM)罗伯特·诺伊斯教师奖学金的第二阶段项目。它支持27名生物、化学、地球科学、数学或物理专业的本科生和研究生获得教师资格证书，以及获得教育文科硕士学位的机会。该项目模式提供了早期经验和关于教师职业生涯的结构化指导。它包括提供课外机会和从一年级到三年级的教育课程，以招募学生从事教学工作，为诺伊斯学者提供STEM教学和研究实习机会，以及为诺伊斯学者提供课程，以补充W&amp；M；的教师教育计划。支持三种不同的进入教师职业的途径：传统的四年制学士学位课程，综合的五年制学士学位和硕士教育课程，以及为期12个月的全日制硕士教育课程。诺伊斯二期项目正在为许多与W&amp；M类似的学院和大学测试一种模式，这些学院和大学面临着双重挑战，即进入教师职业的STEM学生数量较少，以及距离高需求学校很远。对于许多机构来说，两个问题是：(1)激发和培养学生在本科初期从事教学工作的兴趣，以及(2)设计有效的战略，为学生在高需求学校任教做准备。在这个项目中，在高需求学校的身临其境的体验发展熟悉，并为一年级到三年级的本科生提供反思和更深入理解的机会。为诺伊斯学者开设的一门一学分课程融合了神经科学和认知心理学的研究成果，在STEM教学中提供基于证据的实际应用，并培养诺伊斯学者评估新教学方法的能力。诺伊斯学者的实践课程提供了在高需求环境下的经验，以培养诺伊斯学者在高需求学校任教的能力和信心。威廉和玛丽学院与威廉斯堡-詹姆斯城县公立学校合作，在几个重要方面共同完善和扩大在第一阶段开发的成功方案：(A)深化STEM部门、教育学院和社区参与W&Amp；M办公室之间的合作，教育并引导学生参与实际的、动手的社区服务；(B)开发一个新方案，招募和指导各种合格的学生，以便在高需求学校从事教师职业；(C)继续加强现有的教师教育方案，提供STEM教育和科学方面的特别课程；(E)继续为STEM教学和研究提供暑期实习；(F)提供学生津贴，以支付学杂费；(G)继续为在高需求学校教学提供后续指导和支持；(H)为受雇于高需求学校的诺伊斯学者在教学的头两年增加财政支持；(I)实施一项全面评估和纵向研究，包括43名第一阶段诺伊斯学者，为方案和出版提供严格的证据基础。