The Rice University Robert Noyce Master Teaching Fellowship Program

这一诺伊斯硕士教学奖学金项目旨在为16名学校数学领袖的发展提供活动，他们在良好的内容和基于研究的教学、领导力、成人教育和数学宣传技能方面有着深厚的基础。主要教师将参加突出数学内容和教学技术的课程工作，并通过利用写作、探究、合作、组织和阅读(WICOR)和文化相关教学的课堂策略的个人决定(AID)途径培训，实现互补进步。大师教师将有各种机会担任领导角色，如执行数学示范，共同教授课程，并在他们的高需求学校担任地区倡导者。该项目涉及莱斯大学数学学院数学项目、塔皮亚卓越与公平中心、格拉斯考克继续教育学院、AvID和休斯顿独立学校学区的教育工作者之间的合作。这个诺伊斯硕士教学奖学金项目将利用Avid Path培训和补充的、内容丰富的研究生课程来培养硕士教师为准备上大学的STEM学生做准备的能力。对WICOR和与文化相关的教学的关注是对一项新的研究机构的回应，该研究建议对教学领导人的培训将高质量的教学方法纳入公平的学习环境。该项目的一个新方面是介绍大师教师将获得的成人教育技能，然后他们将在指导其他教师时应用这些技能。这项工作是以语言学习理论为基础的，该理论有六个原则来解决成人学习者的问题：(1)需要知道，(2)自我概念，(3)先前的经验，(4)准备学习，(5)学习定向，(6)学习动机。项目评估将包括通过深入理解数学课堂观察协议的教学来评估掌握教师的有效性，通过修改版的热心教师调查来评估领导力，以及通过Andragogical Practice Inventory来评估成人教育技能。多元化倾向指数将被用来评估他们对多元化和公平问题的理解。评估计划的结果将通过德克萨斯州教育局、德克萨斯州高等教育协调委员会、德克萨斯大学奥斯汀分校的查尔斯·A·达纳中心、德克萨斯州地区教育服务中心和哈里斯县教育部在整个地区传播。

This Noyce Master Teaching Fellowship project seeks to provide activities for the development of 16 school-based leaders in mathematics, who are deeply grounded in sound content and research-based pedagogical, leadership, adult education, and mathematics advocacy skills. The master teachers will participate in coursework that highlights mathematics content and pedagogical techniques and complementary Advancement via Individual Determination (AVID) Path Trainings on classroom strategies that utilize writing, inquiry, collaboration, organization, and reading (WICOR) and culturally relevant teaching. The master teachers will have a variety of opportunities to take leadership roles such as performing mathematics demonstrations, co-teaching courses, and acting as district advocates in their high-needs schools. The project involves collaboration between the Rice University School Mathematics Project, Tapia Center for Excellence and Equity, and Glasscock School of Continuing Studies, AVID, and educators from the Houston Independent School District.This Noyce Master Teaching Fellowship project will utilize Avid Path Trainings and complementary, content-rich graduate courses to develop master teachers ability to prepare college-ready, STEM students. The focus on WICOR and culturally relevant teaching are in response to an emerging body of research that recommends that training for instructional leaders integrate high-quality instructional methods in an equitable learning environment. A novel aspect of the project is the introduction to adult education skills that master teachers will receive, which they will then apply as they mentor other teachers. This work is grounded in the theory of andragogy, which has six principles that address adult learners' (1) need to know, (2) self-concept, (3) prior experiences, (4) readiness to learn, (5) orientation to learning, and (6) motivation to learn. Project evaluation will include assessment of the master teachers' effectiveness through Teaching for Robust Understanding of Mathematics classroom observation protocols, leadership through a modified version of the Survey for AVID Teachers, and adult education skills through the Andragogical Practices Inventory. The Diverse Disposition Index will be use to assess their understanding of diversity and equity issues. The results of the evaluation plan will be disseminated throughout the region through the Texas Education Agency, Texas Higher Education Coordinating Board, Charles A. Dana Center at the University of Texas in Austin, Texas Regional Education Service Centers, and the Harris County Department of Education.