Preparing and Supporting Equitable Teaching in Mathematics and Science Classrooms: The FSU-Teach Noyce Program

通过美国国家科学基金会Robert Noyce项目的资助，Noyce奖学金二期项目将满足国家对提高科学、技术、工程和数学（STEM）教学队伍数量和质量的既定和日益增长的需求。与富裕学校的学生相比，高需求学校的学生有很大的机会差距，佛罗里达州立大学（FSU）将与合作机构（包括五个高需求学区，塔拉哈西社区学院和国家强磁场实验室）密切合作，解决并帮助缩小这一差距。特别是，FSU的项目团队将在第一阶段项目的经验教训基础上，与内部合作伙伴和合作机构合作，为新教师提供支持，吸引、培养和支持未来的教师，使他们具备良好的教学背景和资源，特别是在高需求的初中和高中环境中，重点关注有效和改革的科学和数学教学。该项目将通过实习或奖学金的方式支持110名潜在的新教师。为了促进网络和对需求的更深入理解，与该项目相关的多学科社区（包括STEM和教育教师、实习生、毕业生、导师和教师）将每年举行一次STEM公平会议。本次会议的重点将是在高需求环境中与STEM教学相关的各种问题。在招聘方面，该项目将提供75个实习机会，通过这些实习机会，STEM专业的学生将在STEM教师的指导下，通过参与外展活动来探索教学，这些外展活动将吸引来自高需求环境的K-12学生。将为35名从事STEM教学的诺伊斯本科学者提供全面的教师培训计划。这些学者将在合作伙伴导师的指导下参与一系列正在进行的活动；他们将学习如何应对与高需求学生接触相关的困难，这些教学将丰富STEM实践并以研究为指导。在这些学生毕业并获得高需求学校的教学职位后，将提供面对面和虚拟活动，以帮助他们了解学校网站，获取必要的资源，并磨练他们的教学，使其对学生既具有挑战性又有效。除了提供机会、内容和教学教育，以及为Noyce实习生和学者提供支持外，这个第二阶段的项目将以研究为特色，旨在确定和探索：(i)职前教师和新手教师在成功提供雄心勃勃的STEM教学方面的性格和信念；（ii）帮助这些新教师所需的项目支持；（三）最能支持新手第一年工作的学校环境。使用定性比较分析（QCA）作为分析方法，研究者将分析来自调查、访谈和课堂观察的数据，以走向量化效果、信念和实践之间可能的关系。反过来，该项目的研究结果将为其他参与招募、准备和支持STEM新手教师的人员提供信息。

Through funding from the National Science Foundation's Robert Noyce Program, this Noyce Scholarship Track Phase II project will address the established and growing national need to improve quantity and increase quality of the teaching workforce in science, technology, engineering, and mathematics (STEM). With the understanding that there is a significant opportunity gap for students from high needs schools compared to students from more affluent schools, Florida State University (FSU) will work closely with partner insitutions, (which include five high needs school districts, Tallahassee Community College, and the National High Magnetic Field Laboratory), to address and help close this gap. In particular, the Project Team from FSU will build on lessons learned from its Phase I project and collaborate with its internal partners and partner institutions to support new teachers and attract, prepare, and support future teachers to have the background and resources to teach well, specifically with a focus on effective and reformed science and mathematics teaching in high needs middle and high school settings. The project will support a total of one hundred ten (110) potential new teachers through internships or scholarships. To foster networking and deeper understanding of needs, the multidisciplinary community associated with this project (including STEM and education faculty, interns, graduates, mentors, and teachers) will meet annually in a STEM Equity Conference. A focus of this conference will be on the various issues related to STEM instruction in high needs settings. For recruitment, the program will offer seventy-five (75)internships through which STEM majors will explore teaching through participating in outreach that, under the guidance of a STEM faculty, will engage K-12 students from high needs settings. A comprehensive teacher preparation program will be provided for the thirty-five (35) undergraduate Noyce scholars pursuing STEM teaching. These scholars will be involved in an ongoing series of activities under the guidance of partner mentors; they will learn to navigate the difficulties associated with engaging high needs students in ambitious instruction that will be rich in STEM practices and guided by research. For support after these students graduate and receive a teaching position in a high needs school, face-to-face and virtual activities will be provided to assist them in understanding their school sites, accessing necessary resources, and honing their instruction to be both challenging and effective for their students. In addition to providing opportunities, content and pedagogical education, and support for Noyce interns and scholars, this Phase II project will feature research designed to identify and explore: (i) the dispositions and beliefs that position pre-service and novice teachers for success in delivering ambitious STEM instruction; (ii) the program supports needed to assist those novice teachers; and (iii) the school contexts that best support novices in their first years of work. Using qualitative comparative analysis (QCA) as the analytical approach, investigators will analyze data from surveys, interviews, and classroom observations to move toward quantification of possible relationships between effect, belief, and practice. In turn, this research will allow results from the project to inform the efforts of others involved in the recruitment, preparation, and support of novice STEM teachers.