Collaborative Research: Teacher Research Teams II: Expanding Pathways

合作研究：教师研究团队 II：拓展途径

• 批准号: 1557347
• 负责人: Christy Gomez
• 金额: $ 12.56万
• 依托单位: Front Range Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1557347&HistoricalAwards=false
• 关键词: Collaborative; Research; Teacher; Teams; II

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, the University of Colorado at Boulder (CU-Boulder) will partner with Front Range Community College, (FRCC, Boulder County campus). This Scholarships & Stipends Phase II project, Collaborative Research: Teacher Research Teams II: Expanding Pathways, will support up to 36 juniors/seniors/post-baccalaureate students who are majoring in mathematics, a science discipline, or engineering (or who have completed such a major), and who are preparing to teach secondary mathematics or science in a high-need district. Approximately 40% of the scholarship funds will be awarded to undergraduates who transfer to CU-Boulder from FRCC. Each Noyce Scholar will receive 1 or 2 years of scholarship support. Project activities include a Learning Assistant (LA) program, in which faculty members engage with selected undergraduates to think about how they might improve the experience and outcomes for enrolled students, and Teacher Research Team (TRT) experiences, in which prospective teachers (Noyce Scholars), experienced and novice teachers, teacher educators, and prospective teacher educators (education graduate students) discuss and plan research, practice, assessment, and curriculum.Building on prior work, the project will (a) develop a LA program at FRCC, which will provide early teaching opportunities to two-year college STEM students; (b) expand the Noyce Scholarship program to include FRCC students who transfer to CU-Boulder; and (c) leverage the TRT experience as a mechanism for teacher preparation, novice teacher induction, and professional development of teachers. Research focused on the two-year to four-year college pathway will address the following questions: (1) To what extent does having an LA experience at FRCC increase transfer to CU-Boulder and completion of a STEM degree at CU-Boulder? What factors of the FRCC LA program influence students' decisions to transfer to and complete a STEM degree at CU-Boulder? (2) After students transfer to CU-Boulder, to what extent does participating in another LA experience or TRT lead to enrollment and completion in the CU-Teach licensure program? What factors of these experiences at CU-Boulder influence students' decisions to pursue K-12 STEM teaching?

在国家科学基金会罗伯特·诺伊斯教师奖学金项目的资助下，位于博尔德的科罗拉多大学（CU博尔德）将与前岭社区学院（FRCC，博尔德县校区）合作。这个奖学金津贴第二阶段项目，合作研究：教师研究团队II：扩大途径，将支持多达36名大三/大四/学士后学生谁是数学，科学学科，或工程（或谁已经完成了这样的专业），谁是准备教中学数学或科学在高需求区。大约40%的奖学金将颁发给从FRCC转到CU-Boulder的本科生。每个诺伊斯学者将获得1或2年的奖学金支持。项目活动包括一个学习助理（LA）计划，其中教师与选定的本科生接触，思考他们如何改善入学学生的体验和成果，以及教师研究团队（TRT）的经验，其中未来的教师（诺伊斯学者），经验丰富的和新手教师，教师教育家，和未来的教师教育家在先前工作的基础上，该项目将（a）在FRCC开发一个LA计划，该计划将为两年制大学STEM学生提供早期教学机会;（B）扩大诺伊斯奖学金计划，包括FRCC学生谁转移到CU-Boulder;（c）利用TRT的经验作为教师准备，新手教师入职和教师专业发展的机制。专注于两年到四年的大学途径的研究将解决以下问题：（1）在多大程度上有一个在FRCC LA的经验增加转移到CU-Boulder和CU-Boulder完成STEM学位？FRCC LA计划的哪些因素会影响学生转学并在CU-Boulder完成STEM学位的决定？(2)学生转学到CU-Boulder后，在多大程度上参加另一个LA体验或TRT会导致入学和完成CU-Teach许可计划？在CU-Boulder的这些经验的哪些因素影响学生决定追求K-12 STEM教学？

项目成果

Development of pedagogical knowledge among learning assistants

学习助理教学知识的发展

• DOI: 10.1186/s40594-017-0097-9
• 发表时间: 2018
• 期刊: International Journal of STEM Education
• 影响因子: 6.7
• 作者: Top, Laken M.;Schoonraad, Sarah A.;Otero, Valerie K.
• 通讯作者: Otero, Valerie K.