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

通过国家科学基金会的罗伯特·诺伊斯计划的资助，这个诺伊斯奖学金轨道第二阶段项目将解决既定的和不断增长的国家需要，以提高科学，技术，工程和数学（STEM）教学队伍的数量和质量。与理解，有一个显着的机会差距，从高需求的学校相比，学生从更富裕的学校，佛罗里达州立大学（FSU）将与合作伙伴institutions密切合作，（其中包括五个高需求学区，塔拉哈西社区学院，和国家高磁场实验室），以解决和帮助缩小这一差距。特别是，来自FSU的项目团队将借鉴其第一阶段项目的经验教训，并与其内部合作伙伴和合作机构合作，以支持新教师，吸引，准备和支持未来的教师拥有良好的教学背景和资源，特别是专注于高需求初中和高中环境中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，为总共一百一十（110）名潜在的新教师提供支持。为了促进网络和更深入地了解需求，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）将每年在STEM公平会议上会面。本次会议的重点将是在高需求的设置与STEM教学的各种问题。对于招聘，该计划将提供七十五（75）实习，通过这些STEM专业将通过参与外展活动探索教学，在STEM教师的指导下，将吸引来自高需求环境的K-12学生。一个全面的教师准备计划将提供三十五（35）本科诺伊斯学者追求干教学。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参与雄心勃勃的教学相关的困难，这些教学将丰富STEM实践并以研究为指导。对于这些学生毕业后的支持，并在高需求的学校获得教学职位，将提供面对面和虚拟活动，以帮助他们了解他们的学校网站，获得必要的资源，并磨练他们的教学既具有挑战性又有效的学生。除了提供机会，内容和教学法教育，并支持诺伊斯实习生和学者，这个第二阶段项目将采用旨在确定和探索研究：（一）定位职前和新手教师成功提供雄心勃勃的STEM教学的性格和信念;（二）需要帮助这些新手教师的计划支持;以及（iii）在新手工作的第一年，学校环境对新手的支持最好。使用定性比较分析（QCA）作为分析方法，研究人员将分析来自调查，访谈和课堂观察的数据，以量化效果，信念和实践之间的可能关系。反过来，这项研究将使该项目的结果为参与招聘，准备和支持STEM新手教师的其他人的努力提供信息。

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.