NebraskaMATH Omaha Noyce Partnership

在奥马哈公立学校(OPS)和内布拉斯加大学奥马哈分校(UNO)的合作下，诺伊斯奖学金跟踪第一阶段计划将满足全国对更多从事教学事业的未被充分代表的STEM人才的需求。该倡议是在这两个机构正在进行的STEM教育倡议的基础上发展起来的。奥马哈·诺伊斯伙伴关系代表着一项与NebraskaMATH保持一致的联合国组织的新倡议，NebraskaMATH是一个全州范围的伙伴关系，致力于提高所有学生的数学成绩，并缩小高危人群的STEM成就差距。奥马哈·诺伊斯伙伴关系将招聘一批多样化的新教师，并提供急需的资金来支持经济困难的学生。这一伙伴关系将加强和扩大联合国教科文组织培养数学教师的渠道，以更好地满足当地学区对教师的高需求，特别是在有高需求学校的地区。奥马哈·诺伊斯伙伴关系奖学金计划旨在培养致力于在高需求学校任教的高技能中学数学教师，为注册和毕业于联合国大学数学学士/教师培训计划的学生提供有针对性的支持。该计划包括新的课程，并补充了联合国大学数学和教育系与学区合作伙伴合作开发的现有途径。该项目的评价活动将为正在进行的有关探究性学习在教授数学概念和培养学生成为有效的中学数学教师方面的有效性的合作研究活动提供信息并推动这方面的工作。奥马哈·诺伊斯伙伴关系支持的所有学生都将参加这一新计划，并将在奥马哈公立学校接受有针对性的培训和广泛的实地考察，为他们在高需求学校的教学生涯做好准备，包括基于探究的学习和其他适应文化的教学。

In a partnership between the Omaha Public Schools (OPS) and the University of Nebraska at Omaha (UNO), this Noyce Scholarship Track Phase I program will address the national need for more underrepresented STEM talent who pursue careers in teaching. The initiative is building upon momentum from ongoing STEM Education initiatives at both institutions. The Omaha Noyce Partnership represents a new UNO initiative that aligns with NebraskaMATH, a statewide partnership that works to improve achievement in mathematics for all students and to narrow the STEM achievement gaps of at-risk populations. The Omaha Noyce Partnership will recruit a diverse pool of new teachers and provide much needed funding to support economically disadvantaged students. The partnership will strengthen and expand the pipeline for preparing mathematics teachers at UNO to better meet the high demand for teachers in local school districts, particularly in districts with high-need schools. The Omaha Noyce Partnership scholarship program is designed to develop highly skilled secondary mathematics teachers who are committed to teaching in high-need schools by providing targeted support for students enrolled in and graduating from UNO's Bachelor of Science in Mathematics/Teacher Preparation program. The program includes new coursework and complements existing pathways that were developed by the UNO mathematics and education faculty in collaboration with school district partners. The project's evaluation activities will inform and advance ongoing collaborative research initiatives related to the effectiveness of inquiry-based learning in teaching mathematical concepts and in preparing students to be effective secondary mathematics teachers. All of the students supported by the Omaha Noyce Partnership will be enrolled in this new program and will receive focused training and extensive fieldwork in the Omaha Public Schools to prepare them for teaching careers in high need schools, including instruction in inquiry-based learning and other culturally responsive pedagogies.