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

准备和支持数学和科学课堂的公平教学：FSU-Teach Noyce 计划

• 批准号: 1439763
• 负责人: Joseph Travis
• 金额: $ 79.67万
• 依托单位: Florida State University
• 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: 2014-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439763&HistoricalAwards=false
• 关键词: Preparing; Supporting; Equitable; Teaching; Mathematics

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.

通过美国国家科学基金会罗伯特·诺伊斯计划的资助，诺伊斯奖学金轨道二期项目将满足国家对提高科学、技术、工程和数学(STEM)教师队伍数量和质量的既定和日益增长的需求。佛罗里达州立大学(FSU)认识到，与富裕学校的学生相比，高需求学校的学生存在着显著的机会差距，因此，佛罗里达州立大学(FSU)将与合作伙伴机构(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)密切合作，以解决并帮助缩小这一差距。特别是，佛罗里达州立大学的项目组将在其第一阶段项目中吸取的经验教训的基础上，与其内部合作伙伴和伙伴机构合作，支持新教师，并吸引、准备和支持未来的教师拥有良好教学的背景和资源，特别是关注高需求的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支持总共110名潜在的新教师。为了促进联网和更深入地了解需求，与该项目相关的多学科社区(包括STEM和教育教职员工、实习生、毕业生、导师和教师)将每年在STEM公平会议上举行会议。本次会议的一个焦点将是与高需求背景下的STEM教学相关的各种问题。在招聘方面，该计划将提供75(75)个实习机会，STEM专业的学生将通过参与外展活动来探索教学，在STEM教师的指导下，将从高需求环境吸引K-12学生。将为从事STEM教学的三十五(35)名诺伊斯本科生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持续的活动；他们将学习如何克服与让高需求学生参与雄心勃勃的教学相关的困难，这些教学将具有丰富的STEM实践并以研究为指导。对于这些学生毕业并在高需求学校获得教学职位后的支持，将提供面对面和虚拟活动，帮助他们了解学校网站，获取必要的资源，并磨练他们的指导，使其对学生具有挑战性和有效性。除了为Noyce实习生和学者提供机会、内容、师范教育和支持外，这个第二阶段的项目还将进行研究，以确定和探索：(I)使职前和新手教师能够成功地提供雄心勃勃的STEM教学的性格和信念；(Ii)计划所需的支持，以帮助这些新手教师；以及(Iii)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其他参与招聘、准备和支持STEM新手教师的人员提供参考。