Responsive, Attentive, Dialogic, and InterActive Noyce Scholars

德克萨斯州立大学诺伊斯项目，也被称为响应性、专注性、对话性和互动性的诺伊斯学者(RADANS)项目，将集中招聘物理、化学和工程专业的学生，这些学科在其大型教师培养计划中的代表性不足，也是美国公立学校教师短缺的领域。RADIANS项目将为寻求教师资格认证的STEM专业学生提供奖学金支持，在该项目的五年生命周期内培养50-60名教师。学者将参加一个以研究为基础的实地教师培训计划，该计划由STEM和教育教职员工合作提供。该项目的第一学期将在一所运营创新STEM学院的地区高中现场授课，而第二学期将包括为期16周的学生教学经验，由科学与工程学院的科学教育教师监督。在这个项目期间，教育学院和科学与工程学院的教员还将为学者们设计和提供每月全天的星期六研讨会，以增强他们的教学知识和具体内容的教学技能，并增加他们对STEM身份认同的最新研究的知识，以及他们支持K-12学生STEM身份认同发展的能力。项目工作人员将利用与地区学区的牢固伙伴关系，促进认证学者在高需求学校的就业，并将与地区协调，提供两年的入职和辅导。最后，RADIANS项目强调学习助理(LA)计划中代表的多样性，这将导致一支更多样化的教师队伍，可以作为少数族裔和经济困难学生的倡导者和积极榜样，并鼓励他们在科学和教学领域寻求教育机会。RADIANS项目将为寻求教师资格认证的STEM专业学生提供奖学金支持，并将继续实施学习助理(LA)倡议，该倡议将在国家科学基金会之前的支持下启动，未来的教师候选人将从其中招聘。弧度每年将支持10到12名学者。它将调查几项相关干预措施对科学教师的招聘、发展和保留的长期影响，并将有助于扩大与STEM教师发展有关的知识库。本研究领域的STEM认同发展人物以两种方式进入项目：(A)教师教育考生将被教授关于高中生STEM认同发展的最新研究，(B)项目人员将研究STEM教师认同发展的教师候选人。这将使研究人员能够调查这些早期经历对教师候选人进入教师准备计划、通过教师培训取得进展以及体验他们最初几年课堂教学的身份认同发展的影响。潜在的好处包括：将具有研究型教学经验的STEM专业学生纳入教学计划将改善K-12科学教学，这将导致学生在高中阶段的科学成绩提高，并改善学生对大学和职业的准备。最后，RADIANS项目强调代表的多样性，有可能培养出一支更多样化的教师队伍，为STEM中代表不足的学生树立积极的榜样。由一支准备充分、STEM自信、多样化的教师队伍积极鼓励年轻的多样化学习者，将对STEM学位的参与和追求产生积极影响，从而有助于建立一支更具竞争力、能力和信心的劳动力队伍。

The Texas State University Noyce project, also known as Responsive, Attentive, Dialogic, and InterActive Noyce Scholars (RADIANS) project, will focus its recruitment efforts on physics, chemistry, and engineering majors, disciplines which are underrepresented in its large teacher preparation program and also represent areas of teacher shortage in US public schools. The RADIANS Project will provide scholarship support to STEM majors who seek teacher certification, resulting in 50-60 teachers over the five-year life of the project. Scholars will participate in a field-based teacher preparation program that is research-based and is collaboratively delivered by STEM and Education faculty members. The first semester of this program will be delivered onsite at an area high school that operates an innovative STEM Academy, while the second semester will consist of a full 16-week student teaching experience supervised by science education faculty from the College of Science and Engineering. During this program, faculty from the Colleges of Education and Science & Engineering will also design and deliver monthly full-day Saturday Seminars for the scholars to enhance their content knowledge and content-specific pedagogical skills, and to increase their knowledge of the latest research on STEM identity and their ability to support K-12 students' STEM identity development. Project staff will use strong partnerships with area school districts to facilitate certified scholars' employment in high-needs schools, and will coordinate with districts to provide two years of induction and mentoring. Finally, the RADIANS Project's emphasis on diversity of representation in the Learning Assistant (LA) program will result in a more diverse teaching force that can serve as advocates and positive role models for minority and economically disadvantaged students, and encourage them to pursue educational opportunities in science and teaching. The RADIANS Project will provide scholarship support to STEM majors seeking teacher certification, and will continue to operate the Learning Assistant (LA) initiative, one pool from which prospective teacher candidates will be recruited, launched with previous NSF support. RADIANS will support 10 to 12 scholars each year. It will investigate the long-term impact of several related interventions on the recruitment, development, and retention of science teachers and will contribute to the growing knowledge base related to STEM teacher development. The research area of STEM identity development figures into the project in two ways: (a) teacher education candidates will be taught about the latest research on high school students' STEM identity development, and (b) project personnel will study STEM teacher identity development of the teacher candidates. This will allow researchers to investigate the impact of these early experiences on the identity development of teacher candidates as they enter a teacher preparation program, progress through their teacher training, and experience their first years of classroom teaching. Potential benefits include: the recruitment of STEM majors who are experienced with research-based instruction into teaching programs will result in improved K-12 science instruction, which will lead to increases in student science achievement during the high school years and improved college and career readiness among students. Finally, the RADIANS Project's emphasis on diversity of representation has the potential to produce a more diverse teaching workforce that can serve as positive role models for students underrepresented in STEM. Proactive encouragement of young diverse learners by a cadre of well-prepared, STEM confident, diverse teachers will positively impact participation and pursuit of STEM degrees and thus contribute to a more competitive, competent, and confident workforce.