Southeastern Regional Robert Noyce Connections: Convening a Community of Learners Focused on STEM Pre-Service Teacher Education

该项目将在举办两次年度会议（2016年和2017年）的背景下进行关于教师准备的研究：东南地区罗伯特·诺伊斯连接：召集一个专注于STEM职前教师教育的学习者社区。东南地区包括9个目标州（阿拉巴马州、佛罗里达州、佐治亚州、路易斯安那州、密西西比州、北卡罗来纳州、南卡罗来纳州、弗吉尼亚州和田纳西州）。每次会议将涉及200名与会者，包括演讲者和讨论主持人。该项目的重点是加强Noyce项目与其他感兴趣和从事教师培训的项目之间的联系，以便将个别项目影响的地方影响扩大到更大的地区。为了在会议之外继续加强联系，项目团队将使用一个完善的电子系统来创建东南区域会议网络（SRN^2），该网络将提供讨论论坛和发布文章、学习和教学想法以及其他资源的地方。研究议程将调查Noyce调查人员、职前和在职教师社区的文化、种族和教育变量。研究问题包括：(1)Noyce项目如何处理文化能力？(2)什么样的种族、文化和教育态度和经历预测了在高需求学校教授STEM的愿望？(3)诺伊斯学者如何看待学生？来自多数和非多数群体的STEM能力？(4)哪些因素与Noyce学者的工作满意度和幸福感相关？此外，会议将为对Noyce项目感兴趣的研究人员和其他调查人员以及Noyce奖学金和奖学金获得者提供机会，以建立和加强合作，推动教师教育的教学和研究作为一个领域向前发展。

This project will conduct research about teacher preparation in the context of hosting two annual convenings (2016 and 2017): Southeastern Regional Robert Noyce Connections: Convening a Community of Learners Focused on STEM Pre-Service Teacher Education. The Southeastern region includes 9 target states (Alabama, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Virginia, and Tennessee). Each convening will involve 200 participants, including presenters and discussion leaders. The emphasis of this project is to strengthen connections among the Noyce projects and others interested and engaged in teacher preparation, in order to expand the impact from the local areas influenced by the individual projects to the larger region. To continue to strengthen the connections beyond the convenings, the project team will use a well-established electronic system to create the Southeast Regional Noyce Network (SRN^2), which will allow for discussion forums and a place to post articles, learning and teaching ideas, and other resources.The research agenda will investigate cultural, racial, and educational variables in the community of Noyce investigators and pre-service and in-service teachers. Research questions include: (1) How do Noyce Programs address cultural competence? (2) What racial, cultural, and educational attitudes and experiences predict desire to teach STEM in a high-need school? (3) How do Noyce Scholars perceive students? STEM abilities from majority and non-majority groups? (4) Which factors are related to job satisfaction and wellbeing for Noyce Scholars? In addition, the convenings will provide opportunities for researchers and other investigators interested in the Noyce Program, as well as Noyce scholarship and fellowship recipients, to build and strengthen collaborations toward moving teaching and research about teacher education forward as fields.