Using Reality-Based Learning Practicum and Mentoring Structures to Enhance STEM Teacher Preparation for High Need Schools

在美国国家科学基金会Robert Noyce教师奖学金项目的资助下，“利用基于现实的学习实践和指导结构来加强高需求学校STEM教师的准备”正在招募生物、化学、数学和物理专业的本科学生，并准备他们成为6-12年级的数学或科学教师。该项目将在五年内提供36个奖学金。在这个项目中，刘易斯大学与Joliet初级学院、杜佩奇学院、midwin国家高草草原、三河制造商协会、Valley View公立学区U365、Joliet学区86和Oak Lawn学区218合作。该计划将使候选人通过严格的课程、广泛的实地经验和创新的方法，为处于危险中的学生群体提供最高质量的数学和科学指导。诺伊斯学者将参加研讨会，并与STEM和教育教师合作，学习以学生为中心的数学和科学课堂最佳实践。为了进一步发展他们的专业知识，学者们将参加社区外展计划。刘易斯大学项目战略的成果和相关的研究成果有可能解决当今STEM教育面临的根本挑战：在高需求的中学中，有才华的数学和科学教师的成功和保留。通过研究该项目对教师指导的重视以及将教学理论转化为有效实践的影响，刘易斯的诺伊斯项目有望为数学和科学教师的培养做出贡献，帮助解决高需求学校高素质STEM教师的短缺问题，并在有风险的6-12年级学生中取得更强的数学和科学成果。刘易斯大学的Noyce项目团队将研究三个研究问题：(1) Noyce学者参与基于现实的学习实践（RBLP）是否会影响他们的教学内容和方法，使其更以学生为中心，更吸引人的STEM课程；(2)从教师候选人的角度来看，数学和科学教师准备计划如何更好地定义合作教师作为临床导师和导师的角色；(3)计划如何应用本研究的发现来更好地准备实践教师？为了回答问题1，研究人员将建立候选人在其第一次实地经验中的教学方法的基线。在基于现实的学习实践RBLP之后，焦点小组将探讨学者在创建以学生为中心的课程中的参与和挑战，研究人员将从两个额外的实地经验中检查课程计划和观察评估，以确定实践的影响。为了回答问题2和3，研究人员将利用(1)教师候选人的入职和离职访谈，(2)调查，(3)评估和观察工具，以及(4)教师导师和大学导师对教师候选人的汇报笔记。我们将对评估结果进行分析，以了解RBLP对教学实践的影响，并开发一种新的指导模式，使教师候选人、导师和大学主管参与到教师候选人的有效准备中来。研究结果将通过出版物、演讲和项目网站与教育和STEM社区分享。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, "Using Reality-Based Learning Practicum and Mentoring Structures to Enhance STEM Teacher Preparation for High Need Schools" is recruiting undergraduate majors in biology, chemistry, mathematics, and physics and preparing them to become 6-12th grade mathematics or science teachers. The project will fund 36 scholarships over five years. In this project, Lewis University is collaborating with Joliet Junior College, the College of DuPage, Midewin National Tallgrass Prairie, Three Rivers Manufacturers Association, Valley View Public School District U365, Joliet District 86, and Oak Lawn District 218. The program will equip candidates to provide the highest quality of mathematics and science instruction to at-risk student populations through rigorous coursework, extensive field experiences, and innovative approaches. Noyce scholars will attend workshops and work with STEM and education faculty as they learn student-centered best practices for the mathematics and science classroom. To further develop their expertise, scholars will participate in community outreach programs. The results of Lewis University's program strategies and accompanying research findings have the potential to address a fundamental challenge facing STEM education today: the success and retention of talented mathematics and science teachers in high-need secondary schools. By researching the impact of the program's emphasis in teacher mentoring and in translating teaching theory into effective practice, Lewis' Noyce program is poised to contribute to advances in the preparation of mathematics and science teachers, help address the shortage of highly qualified STEM teachers in high-need schools, and lead to stronger mathematics and science outcomes among at-risk 6-12th grade students.Lewis University's Noyce project team will examine three research questions: (1) Does Noyce scholars' participation in a Reality-Based Learning Practicum (RBLP) influence the content and methods of their teaching towards a more student-centered, engaging STEM curriculum, (2) How can mathematics and science teacher preparation programs better define the role of the cooperating teacher, as both a clinical supervisor and a mentor, from the perspective of teacher candidates, and (3) How can programs apply the findings of this research to better prepare practicing teachers? To answer question 1, the researchers will establish a baseline of the candidates' teaching approaches in their first field experience. Following the Reality-Based Learning Practicum RBLP, focus groups will explore scholars' engagement and challenges in creating student-centered lessons, and the researchers will examine lesson plans and observation evaluation from two additional field experiences to determine the impact of the practicum. To address questions 2 and 3, the researchers will utilize (1) entrance and exit interviews from teacher candidates, (2) surveys, (3) evaluation and observation instruments, and (4) debriefing notes by mentor teachers and university supervisors of the teacher candidates. The results of this evaluation will be analyzed to gain an understanding of the impact of RBLP on instructional practice and develop a new model of mentorship that will engage teacher candidates, mentors, and university supervisors in the effective preparation of teacher candidates. The results of the research will be shared with the education and STEM communities via publications, presentations, and the project website.