UTeach Noyce Scholarships and Stipends: Making Teachers

在国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助下，德克萨斯大学奥斯汀分校将继续通过UTeach Noyce奖学金和津贴：造就教师项目来培养中学科学和数学教师。这个第二阶段的项目将支持24名大三/大四/学士学位后的学生，他们主修数学、计算机科学或科学学科(或已完成此类专业)，并准备在高需求地区教授中学数学或科学。每名诺伊斯奖学金获得者将获得最多2年的奖学金支持。在这个第二阶段的项目中，新的重点将是Maker Motion功能，包括让学生制作他们通常可能会购买的东西，比如用3D打印机制造的元件或器皿制造的电子电路。使用系统的观察、调查和测试分数，该项目将解决以下研究问题：(1)用于选择诺伊斯学者的资格与他们头两年的教学实践有多好的相关性？(2)进入UTeach项目时，学生的哪些属性和性格对决定教学最具预测性？(3A)在教师准备课程中引入Maker Education是否影响教师准备候选人的参与度和留住？(3B)在教师准备课程中引入Maker Education Strand是否会在教学初期导致教学实践的可衡量变化？(4)高中生的学习收获是如何在代数和生物方面，谁的老师有三年或更少的经验取决于老师的备课路线？

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, the University of Texas at Austin will continue to prepare secondary science and mathematics teachers through the project, UTeach Noyce scholarships and Stipends: Making Teachers. This Phase 2 project will support 24 juniors/seniors/post-baccalaureate students who are majoring in mathematics, computer science, or a science discipline (or who have completed such a major) and preparing to teach secondary mathematics or science in a high-need district. Each Noyce Scholar will receive up to 2 years of scholarship support. New in this Phase 2 project will be an emphasis on Maker Movement features, including having students make things they might ordinarily buy, such as electronic circuits built from components or utensils created by a 3-d printer.Using systematic observations, surveys, and test scores, the project will address research questions such as: (1) How well do the qualifications used to select Noyce Scholars correlate with their teaching practices in their first two years? (2) Which student attributes and dispositions on entering a UTeach program are most predictive of deciding to teach? (3a) Does introduction of a Maker Education strand into teacher preparation coursework influence engagement and retention of teacher preparation candidates? (3b) Does introduction of a Maker Education strand into teacher preparation coursework lead to measurable changes in teaching practices in early years of teaching? (4) How do learning gains of high school students in Algebra and Biology whose teachers have three years of experience or less depend on the teacher's preparation route?