Penn State University Secondary Mathematics Noyce Scholars Program

这项诺伊斯教师奖学金和津贴项目将培养15名对数学有兴趣和能力的本科生，他们将在高需求的农村或城市中心学区任教。每个完成课程的学生都将获得数学学士学位，以及中学教育(数学)学士学位或数学教育硕士学位。奖学金获得者将有机会(A)指导学生参加向上跳跃或第二语言学习计划，(B)设计和授课，(C)进行各种实地实习，以及(D)参加侧重于高需求学校以地点为基础的教学的研讨会。该项目将与宾夕法尼亚州白头鹰、麦基斯波特地区、莫尚农山谷、宾夕法尼亚山谷、西分校、西米夫林地区、伍德兰山和匹兹堡市的学校合作进行。该项目的主要特点(多个实地实习、基于地点的教学法和高中与大学的联系)建立在职前教师培训的新兴研究基础上。在整个项目中，学生将有机会参与实地体验，如费城城市研讨会，在此期间，学生将沉浸在城市高需求社区中。与高中和大学数学相联系的课程工作应该使新教师能够帮助他们的学生为上大学做好准备。形成性和终结性评估将解决该项目在实现保留、毕业、安置和教育目标方面的成功。评估将通过一系列访谈、焦点小组和课堂观察来进行。项目结果将在数学教师教育工作者协会和美国数学协会本科生数学教育研究小组的会议上公布。稿件将提交给《教师教育杂志》、《数学教师教育杂志》和《数学教师教育工作者》。

This Noyce Teacher Scholarship and Stipend project will prepare 15 undergraduates with interest and ability in mathematics to teach in high-needs rural or urban-centered school districts. Each student who completes the program, will graduate with a bachelor's degree in mathematics as well as with a bachelor's degree in secondary education (mathematics) or a master's degree in mathematics education. The scholars will be provided with opportunities to (a) tutor students in an Upward Bound or a second-language learning program, (b) design and teach lessons, (c) do a variety of field placements, and (d) participate in seminars that focus on place-based teaching in high-needs schools. The project will be conducted in partnership with a variety of Pennsylvania schools in Bald Eagle, McKeesport Area, Moshannon Valley, Penns Valley, West Branch, West Mifflin Area, Woodland Hills, and in Pittsburgh City Schools.The key features of the project (multiple field placements, place-based pedagogy, and high school to college connections) are grounded on emerging research in the training of pre-service teachers. Throughout the project, students will be given the opportunity to participate in field experiences such as the Philadelphia Urban Seminar, a placement during which students, will be immersed in an urban high-needs community. The coursework related to linking high school and college mathematics should enable the new teachers to help their students become college-ready. Formative and summative evaluation will address the success of the program in reaching its retention, graduation, placement, and educational goals. Assessment will be performed through a series of interviews, focus groups, and classroom observations. Project results will be presented at meetings of the Association of Mathematics Teacher Educators and the Mathematics Association of America group on Research in Undergraduate Mathematics Education. Manuscripts will be submitted to the Journal of Teacher Education, the Journal of Mathematics Teacher Education, and the Mathematics Teacher Educator.