UT3 Noyce Scholarship Plus

UT3诺伊斯奖学金+

• 批准号: 1339954
• 负责人: Charlene Czerniak
• 金额: $ 30万
• 依托单位: University of Toledo
• 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: 2013-10-01 至 2017-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1339954&HistoricalAwards=false
• 关键词: UT3; Noyce; Scholarship; Plus

This project is studying the scholars from the Phase I project UT3 (UToledo. UTeach. UTouch the Future) Noyce Scholarship Program. UT3 prepared 40 STEM professionals to become science and math teachers in middle and secondary school, culminating with Ohio Alternative Educators License (OAEL), a fast track license developed by the state to address an expected teacher shortage. Full licensure is earned after two years of novice, mentored full time teaching. The State of Ohio revised their licensure structure and requirements and eliminated the OAEL as of January 2012. As a result, the last cohort from UT3 was enrolled in the university's one-year Licensed Alternative Master's Program (LAMP), a one year residency program that culminates in full licensure. This change provided the project information for comparing the two pathways to licensure.This project's primary goal is to study the data that compares the LAMP program with the OAEL program. It is modifying and expanding the original plan to better fit the university's redesigned program and allow for the collection of more detailed information to provide insight as to the unique process the scholars have experienced from recruitment through employment. The project is investigating why some scholars are more successful than others in obtaining a teaching position and what qualities and strategies are essential in the process of obtaining a teaching position and, once employment is secured, the development of teaching practice through the novice stage (first three years). The project is examining the effects the scholars have on their students and is expanding the evaluation to compare scholar outcomes based upon program participation LAMP vs. OAEL.An in-depth examination of the UT3 program is providing insight as to the process STEM professionals engage in as they transition to teaching. This project is studying recent STEM education graduates as they seek employment in the teaching profession at a time when teaching positions are competitive, as they retool through the completion of additional coursework, and as the novice teachers experience their first three or more years of full time teaching. This study is also comparing professionals who have taken different paths to reach their goal of teaching.Findings are being shared with the University's teacher preparation program and the broader community with the goal of improving teacher preparation for the non-traditional student. The result is a program that provides a vibrant system of supports for the new teachers entering the challenging, ever changing teaching job market. As scholars are placed in high needs districts, the effects on children from underrepresented groups as a result of learning from high quality STEM teachers who have been STEM professionals is being documented. Project findings are shared with other STEM teacher preparation programs and with K-12 school districts as the data provides a rich description of the journey from teacher recruit through professional teacher. Findings also inform policy makers as to the strengths and weaknesses of alternative teaching licensure programs.

该项目是研究第一阶段项目UT 3（UToledo）的学者。UTeach. UTouch the Future）诺伊斯奖学金计划。UT 3培养了40名STEM专业人员，成为初中和高中的科学和数学教师，最终获得了俄亥俄州替代教育者许可证（OAEL），这是该州为解决预期的教师短缺而开发的快速通道许可证。完全执照是经过两年的新手，指导全职教学。俄亥俄州修改了他们的执照结构和要求，并于2012年1月取消了OAEL。 因此，来自UT 3的最后一批学生参加了该大学为期一年的许可替代硕士课程（LAMP），这是一个为期一年的居住计划，最终获得完全许可。 这一变化为比较两种途径获得许可提供了项目信息。该项目的主要目标是研究比较LAMP程序和OAEL程序的数据。 它正在修改和扩大最初的计划，以更好地适应大学重新设计的计划，并允许收集更详细的信息，以提供关于学者从招聘到就业所经历的独特过程的见解。 该项目正在调查为什么有些学者比其他人更容易获得教学职位，在获得教学职位的过程中，哪些素质和战略是必不可少的，一旦就业得到保证，在新手阶段（前三年）的教学实践发展。 该项目正在研究学者对他们的学生的影响，并正在扩大评估，以比较基于计划参与LAMP与OAEL的学者成果。UT 3计划的深入研究提供了关于STEM专业人员在过渡到教学过程中所从事的过程的见解。该项目正在研究最近的STEM教育毕业生，因为他们在教学岗位竞争激烈的时候寻求教师职业，因为他们通过完成额外的课程进行重组，以及新手教师经历了他们的前三年或更长时间的全职教学。 这项研究还比较了那些采取不同途径实现教学目标的专业人士。研究结果正在与大学的教师准备计划和更广泛的社区分享，目的是提高非传统学生的教师准备。其结果是一个程序，提供了一个充满活力的支持系统，为新教师进入具有挑战性的，不断变化的教学就业市场。由于学者被安置在高需求地区，由于向高质量的STEM教师学习，他们是STEM专业人员，因此对代表性不足的群体的儿童的影响正在被记录下来。项目结果与其他STEM教师准备计划和K-12学区共享，因为数据提供了从教师招聘到专业教师的丰富描述。 调查结果还告知政策制定者替代教学许可计划的优势和劣势。