Longitudinal Evaluation of Noyce Science Teachers to Determine Sources of Effective Teaching

对诺伊斯科学教师的纵向评估以确定有效教学的来源

• 批准号: 1540797
• 负责人: Elizabeth Lewis
• 金额: $ 79.99万
• 依托单位: University of Nebraska-Lincoln
• 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: 2015-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540797&HistoricalAwards=false
• 关键词: Longitudinal; Evaluation; Noyce; Science; Teachers

There is a well-documented need for competent, confident, and committed science teachers to serve in high-need school districts. This Phase 2 Noyce project will produce thirty new certified secondary science teachers. It will leverage the work of the Phase 1 Noyce project, and continue the collaboration between the University of Nebraska-Lincoln and the Lincoln Public Schools, to address the overarching question: What aspects of teacher recruitment and preparation lead to effective teaching by beginning and intermediate science teachers? In addition, the project will conduct a research study to compare two different routes to teacher certification, a traditional four-year undergraduate program that meets the state's minimum certification requirements and an extended Master of Arts program (developed through the Phase 1 Noyce grant) that exceeds state requirements and meets the national definition of "highly-qualified" for science teachers. By advancing the field's knowledge of how individual aspects of teaching interact with one another and the long-term effect of science teacher education on effective secondary science teaching, researchers and teacher educators can better understand how to recruit teacher candidates and create more informed science teaching education programs, thus contributing to the education of more highly qualified science teachers. The project's objectives are to: (1) Analyze potential differences between two routes to science teacher certification using pre-post systematic data collected on pre-service teachers (specifically: demographic information, subject matter knowledge, clinical experiences, emergent pedagogical knowledge and instructional practices, and teaching beliefs and self-efficacy); (2) Analyze two programs' long-term interactions with science teachers' beliefs, self-efficacy, instructional practices, and overall effectiveness (specifically: student learning, teacher retention, and dropout rates); (3) Test two models of teacher preparation that connect attributes of teacher preparation and effective science teaching; and (4) Disseminate key findings on science teacher preparation and teacher effectiveness to teacher educators and science education leaders and associations. Multiple and mixed methods will be used for the longitudinal study and evaluation of the project activities. This work, funded by the National Science Foundation's Division of Undergraduate Education's Robert Noyce Teacher Scholarship Program, will provide reliable information for state and national policy makers related to teacher preparation and certification, thus empowering teachers to nurture generations composed of intelligent citizen consumers of scientific knowledge and practices and, potentially, encourage more people to choose STEM-related careers.

有充分的证据表明，在高需求的学区，需要有能力、自信和忠诚的科学教师。Noyce项目第二阶段将培养30名新的认证中学科学教师。它将利用Noyce项目第一阶段的工作，并继续内布拉斯加大学林肯分校和林肯公立学校之间的合作，来解决一个首要问题：教师招聘和准备的哪些方面可以使初级和中级科学教师有效地教学？此外，该项目还将开展一项研究，比较两种不同的教师认证途径，一种是满足该州最低认证要求的传统四年制本科课程，另一种是超出州要求并满足国家对科学教师“高质量”定义的扩展文学硕士课程（通过Noyce赠款第一阶段开发）。通过推进该领域关于教学的各个方面如何相互作用以及科学教师教育对有效的中学科学教学的长期影响的知识，研究人员和教师教育者可以更好地了解如何招募教师候选人并创建更知情的科学教学教育计划，从而为培养更多高素质的科学教师做出贡献。该项目的目标是：(1)利用收集到的职前教师岗前系统数据（具体包括：人口统计信息、学科知识、临床经验、新兴教学知识和教学实践、教学信念和自我效能感），分析两种科学教师认证途径之间的潜在差异；(2)分析两个项目与科学教师信念、自我效能感、教学实践和整体有效性（具体而言：学生学习、教师留任和辍学率）的长期相互作用；(3)检验将教师备课属性与有效科学教学联系起来的两种教师备课模式；(4)向教师教育者、科学教育领导者和协会传播关于科学教师准备和教师有效性的主要发现。将采用多种和混合的方法对项目活动进行纵向研究和评价。这项工作由美国国家科学基金会本科教育部的Robert Noyce教师奖学金项目资助，将为州和国家政策制定者提供与教师准备和认证相关的可靠信息，从而使教师能够培养由科学知识和实践的智能公民消费者组成的几代人，并有可能鼓励更多人选择与stem相关的职业。