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

有一个有据可查的需要有能力，自信，并致力于科学教师在高需求的学区服务。 这个第二阶段诺伊斯项目将产生30个新的认证中学科学教师。 它将利用第一阶段诺伊斯项目的工作，并继续内布拉斯加大学林肯和林肯公立学校之间的合作，以解决首要问题：教师招聘和准备的哪些方面导致初级和中级科学教师的有效教学？此外，该项目还将进行一项研究，比较两种不同的教师认证途径，一种是传统的四年制本科课程，符合该州的最低认证要求，另一种是扩展的艺术硕士课程（通过第一阶段诺伊斯赠款开发），超出了州要求，符合国家对科学教师“高素质”的定义。 通过推进该领域的知识，教学的各个方面如何相互作用，科学教师教育对有效的中学科学教学的长期影响，研究人员和教师教育工作者可以更好地了解如何招募教师候选人，并创建更明智的科学教学教育计划，从而有助于更高素质的科学教师的教育。本研究的目的是：（1）利用职前系统收集的教师职前数据，分析两种科学教师认证途径之间的潜在差异（具体而言：人口统计信息、主题知识、临床经验、新兴教学知识和教学实践，以及教学信念和自我效能）;（2）分析两个项目与科学教师信念、自我效能、教学实践和整体效能的长期互动关系（具体而言：学生学习、教师保留和辍学率）;（3）测试两种教师准备模型，将教师准备属性与有效科学教学属性联系起来;以及（4）向教师教育者和科学教育领导者及协会传播关于科学教师准备和教师有效性的主要研究结果。将采用多种混合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罗伯特·诺伊斯教师奖学金计划资助，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，并可能鼓励更多的人选择与STEM相关的职业。

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.