The California State University, Northridge Noyce Scholarship Phase II Program

加州州立大学北岭分校诺伊斯奖学金第二期计划

• 批准号: 1439926
• 负责人: Virginia Oberholzer-Vandergon
• 金额: $ 79.74万
• 依托单位: The University Corporation, Northridge
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2020-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439926&HistoricalAwards=false
• 关键词: California; State; University; Northridge; Noyce

The California State University, Northridge (CSUN) Noyce Scholarship Phase II project will build on lessons learned from its Phase I project. CSUN will work closely with Local Districts of the Los Angeles Unified School District (LAUSD) and other area Districts (Glendale, Pasadena, and Antelope Valley), to place program graduates into middle and secondary school mathematics and science classrooms. The overall goal is to increase the quality and quantity of mathematics and science majors entering and remaining in teaching careers, and to track graduates of the CSUN Phase I project. By increasing the number of highly qualified middle and high school math and science teachers (27 new teachers are targeted), the program will help ease acute teacher shortages in these disciplines in the greater Los Angeles area, and increase the diversity of the teacher workforce by especially encouraging the participation of students from underrepresented minority groups in seeking scholarship support. The Phase II Noyce scholars will also benefit from relationships established by working with underprivileged secondary students in Upward Bound and Project GRAD Los Angeles (PGLA) in summer enrichment programs. The program will have a multiplier effect, as those teachers will influence future generations of students in their classrooms.New to the program will be support offered to freshmen and sophomore math and science majors to participate in summer field experiences, with a goal of interesting these STEM majors in teaching careers through early clinical/field experiences. Also new is support for teachers during their initial teaching years. The project aims to provide professional development opportunities and professional learning communities that keep new teachers connected to one another and to experienced group of teacher leaders. By expanding the conduit for new teachers through Noyce-supported pre-service and in-service activities, new math and science teachers will help to build a robust community of teacher/learners. Specific components of the program include: (1) academic coursework for the California single subject credential in math or science; (2) summer and academic year practicum/clinical (or field) experiences for freshmen, sophomores and participating scholars; (3) monthly meetings and regional/national meetings; and (4) mentoring during the first year of teaching. All aspects of the Phase I project will be enhanced, including outreach, recruitment, research, and evaluation efforts. Specific research questions the PIs intend to tackle include: 1) How does student teaching (clinical) experience (including school and master teacher placement) impact a preservice teacher during the initial teaching years?; 2) Are there requirements for pre-service math majors (in CSUN's Freshman Year/Junior Year/Secondary Teaching Options) that can be modified to better serve the needs of these students over the long-term and why? (e.g., Would additional field experiences benefit them? How? Which aspects are most useful? Why?); 3) How can CCSSM and NGSS be integrated into pre-service mathematics and science content courses?; and 4) Which professional development activities best train pre- and in-service teachers to teach the new standards of mathematical and science practice? Finally, long-term tracking of graduates will be an important component of the program with respect to formative and summative evaluation, determining if teaching commitments are being fulfilled, and assessing the achievement of project objectives.

加州州立大学北岭分校(CSUN)诺伊斯奖学金第二阶段项目将建立在第一阶段项目经验教训的基础上。CSUN将与洛杉矶联合学区地方学区和其他地区学区(格伦代尔、帕萨迪纳和羚羊谷)密切合作，将项目毕业生安排到中学数学和科学课堂。总体目标是提高数学和理科专业进入和保留教师职业生涯的质量和数量，并跟踪CSUN第一阶段项目的毕业生。通过增加高素质的初中和高中数学和科学教师(目标是27名新教师)，该计划将有助于缓解大洛杉矶地区这些学科的严重教师短缺，并通过特别鼓励来自代表性不足的少数族裔群体的学生参与寻求奖学金支持，增加教师队伍的多样性。诺伊斯二期奖学金获得者还将受益于与向上绑定贫困中学生和洛杉矶研究生项目(PGLA)在暑期充实计划中建立的关系。该计划将产生倍增效应，因为这些教师将影响他们课堂上的未来几代学生。该计划的新内容将是为数学和科学专业的一年级和二年级学生提供参与暑期实地体验的支持，目标是通过早期的临床/现场经验让这些STEM专业的学生在教学生涯中感兴趣。此外，还新增了对教师最初教学年限的支持。该项目旨在提供专业发展机会和专业学习社区，使新教师相互联系，并与经验丰富的教师领袖保持联系。通过诺伊斯支持的职前和在职活动扩大新教师的渠道，新的数学和科学教师将有助于建立一个强大的教师/学习者社区。该计划的具体组成部分包括：(1)加州数学或科学单科证书的学术课程；(2)一年级、二年级和参与学者的暑期和学年实习/临床(或实地)经验；(3)每月会议和地区/全国会议；以及(4)第一年教学期间的指导。第一阶段项目的所有方面都将得到加强，包括外联、征聘、研究和评价工作。PIs打算解决的具体研究问题包括：1)学生的教学(临床)经验(包括学校和硕士教师安置)在最初的教学年度对职前教师有何影响？2)对职前数学专业的学生(在CSUN的大一/初中/中学教学选项中)是否有可以修改的要求，以更好地满足这些学生的长期需求？为什么？(例如，更多的实地经验是否会使他们受益？多么?哪些方面最有用？为什么？)；3)如何将CCSSM和NGSS整合到职前数学和科学课程中？以及4)哪些专业发展活动最好地培训职前和在职教师教授新的数学和科学实践标准？最后，对毕业生的长期跟踪将是该计划的一个重要组成部分，涉及形成性和终结性评估，确定教学承诺是否得到履行，以及评估项目目标的实现情况。