Strengthening Teacher Education through Mathematics & Science Teaching Scholars in Louisiana

通过数学加强教师教育

• 批准号: 1439900
• 负责人: Peter Sheppard
• 金额: $ 119.33万
• 依托单位: University of Louisiana at Lafayette
• 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=1439900&HistoricalAwards=false
• 关键词: Strengthening; Teacher; Education; through; Mathematics

Developing more, highly qualified science and mathematics teachers is a national priority. Through funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, the Strengthening Teacher Education through Mathematics & Science Teaching Scholars (STEMS2) in Louisiana project is attentive to the local, regional and national persistent concern of secondary STEM teacher recruitment, preparation, induction, and retention. At the local level, this project is responsive to current performance challenges of students in Algebra and Biology on end-of-course tests. The project intends to produce twenty-five exceptionally qualified mathematics and biology teachers, who upon completing the project will have earned a baccalaureate degree in mathematics or biology, as well as obtained secondary teacher certification. In addition to scholarship support to STEM majors recruited to become teachers, the project will provide a comprehensive system of supports anchored by a handpicked cadre of in-service secondary STEM teachers who will serve as mentors to these pre-service candidates. Furthermore, during the first years of teaching by these Noyce Scholars, Induction Specialists, comprised of a select group of recent retirees who are remarkably skilled and qualified at teaching their subject, will provide direct support to the newly minted teachers. STEMS2 represents a collaborative partnership between the University of Louisiana at Lafayette's College of Education, College of Sciences, and two local school districts, the Lafayette Parish School System and Iberia Parish School System.The STEMS2 project attempts to further accentuate the value of teacher preparation programs that model the interdependence of content, pedagogical, and practical knowledge as catalysts for teacher effectiveness, thereby validating the supposition that Colleges of Education, Colleges of Sciences, and local school districts should share responsibility for training STEM teachers. Programmatically, the design features a distribution of duties among university faculty and the STEMS2 K-12 partners which increases the likelihood of graduates mastering variables that pertain to teachers' knowledge and skills, namely, knowledge of the subject matter content to be taught; knowledge of how to teach that content to a wide range of learners; and the ability to manage a classroom, and design and implement instruction. In addition to the preparation program, the project features include semi-annual stakeholder retreats, internships with Master Teacher Fellows from the Louisiana-Lafayette's Louisiana Mathematics Masters in the Middle project, and seminars in transitioning to higher-level mathematics and sciences. The summer internships for freshmen and sophomore STEM majors, which will support their work with middle school students in STEM camps, will serve as a fundamental strategy for recruiting Noyce Scholar recipients. The all-inclusive nature of this project, with recruitment, preparation, mentors, and induction support, will allow the deployment of exceptionally qualified teachers, armed with a robust knowledge of STEM pedagogy and content, to high-need school districts with the ability to make immediate positive impacts on student learning in STEM areas. While the major measurable outcome of the STEMS2 project will be the production of twenty-five exceptionally qualified secondary STEM teachers, the project evaluation will also assess the project's explicit intents related to fostering collaboration among mathematics, science and education faculty, as well as among the University of Louisiana at Lafayette faculty STEMS2 participants and partner school districts. The scholarly findings from the STEMS2 project will have the potential to serve as a model for other institutions.

培养更多、高素质的科学和数学教师是国家的优先事项。通过国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助，路易斯安那州通过数学与科学教学学者加强教师教育(STEMS2)项目关注当地、地区和国家对中学STEM教师招聘、准备、入职和保留的持续关注。在地方层面，这个项目是为了应对目前代数和生物学生在期末考试中的表现挑战。该项目旨在培养25名特别合格的数学和生物教师，他们在完成项目后将获得数学或生物学士学位，并获得中学教师资格证书。除了为被招募为教师的STEM专业学生提供奖学金支持外，该项目还将提供一个全面的支持系统，由精心挑选的在职STEM教师干部担任这些职前候选人的导师。此外，在这些诺伊斯学者执教的头几年里，由一群精选的新近退休人员组成的诱导专家将为新教师提供直接支持，这些人在教授他们的学科方面非常熟练和合格。STEMS2是路易斯安那大学拉斐特学院教育学院与当地两个学区拉斐特教区学校系统和伊比利亚教区学校系统之间的合作伙伴关系。STEMS2项目试图进一步强调教师准备计划的价值，这些计划将内容、教学和实践知识相互依赖作为教师效率的催化剂，从而验证了教育学院、科学学院和当地学区应该分担培训STEM教师的责任的假设。在方案上，设计的特点是大学教师和STEMS2 K-12合作伙伴之间的职责分配，这增加了毕业生掌握与教师的知识和技能有关的变量的可能性，即：对要教授的主题内容的知识；如何向广泛的学习者教授该内容的知识；以及管理教室以及设计和实施教学的能力。除了准备计划，该项目还包括半年一次的利益相关者务虚会，与路易斯安那-拉斐特的路易斯安那数学硕士项目的硕士教师研究员一起实习，以及过渡到更高水平的数学和科学的研讨会。STEM专业一年级和二年级学生的暑期实习将支持他们在STEM夏令营与中学生一起工作，这将成为招收诺伊斯奖学金获得者的基本战略。该项目的包罗万象的性质，包括招聘、准备、指导和入职支持，将使拥有丰富的STEM教学和教学知识的特别合格的教师能够部署到高度需要的学区，有能力立即对STEM地区的学生学习产生积极影响。虽然STEMS2项目的主要可衡量成果将是培养出25名特别合格的中学STEM教师，但项目评估也将评估该项目与促进数学、科学和教育教师之间以及路易斯安那大学拉斐特分校STEMS2参与者和合作学区之间的合作有关的明确意图。STEMS2项目的学术发现将有可能成为其他机构的典范。