Preparing Teachers to Integrate Science, Technology, Engineering, and Math in Elementary Classrooms

在罗伯特·诺伊斯教师奖学金计划(Noyce)的支持下，这一Track 1：奖学金和津贴项目旨在培养高素质的教师，以填补康涅狄格州急需的小学STEM教师的短缺。具体地说，该项目将教育、毕业18名新的认证教师，并将其安置到布里奇波特、诺沃克和斯特拉特福德学区的高需求学校。奖学金获得者将获得STEM理学学士学位和教学文学硕士学位，为他们成为小学生科学、数学和技术相关学科的高效教师做好准备。除了奖学金支持外，该项目还将在高需求小学为学者提供服务性学习机会，以促进社区参与，并为促进留住学生提供早期和持续的指导和专业发展。通过强调招收来自不同背景的学生，该项目有可能扩大康涅狄格州教师队伍的参与。该项目有三个目标：1)增加在高需求小学任教的高素质STEM教师的数量；2)留住诺伊斯学者直到毕业和获得认证；3)支持诺伊斯学者在高需求地区履行他们的教学承诺；4)通过修订教育课程和参与服务性学习和探究式研究经验，提高这些STEM教师的有效性。为了实现这些目标，该项目在该大学与布里奇波特、诺沃克和斯特拉特福德学区之间建立了强有力的合作。奖学金将从准一年级和被录取的一年级和转校生中招募，重点包括未被充分代表的少数民族学生、第一代大学生、低收入学生和退伍军人。奖学金获得者将受益于修订的教育课程、有针对性的STEM讲习班以及参与服务学习和基于探究的研究经验。此外，奖学金获得者将在布里奇波特、诺沃克或斯特拉特福德学区的一所高需求小学参加为期九个月的研究生教师实习。在他们参与的每一年，学者将在一所合作的高需求小学与一名STEM指导教师配对。通过出版物以及地区和国家会议，PIS项目将传播收集到的证据，这些证据包括：编制的课程的有效性；通过STEM的专题整合使职前教师为急需的课堂做好准备的有效性；服务学习、STEM研究的价值和对专业认同的重视；以及对新手教师早期和持续指导的成功。Noyce计划支持有才华的STEM本科专业和专业人员成为高需求学区的有效K-12数学和科学教师，支持经验丰富和模范的K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 1: Scholarships and Stipends project aims to develop highly-qualified teachers to fill shortages of STEM teachers in high-need elementary schools in Connecticut. Specifically, the project will educate, graduate, and place 18 new, certified teachers into high-need schools in Bridgeport, Norwalk, and Stratford school districts. The Scholars will earn a Bachelor of Science degree in STEM and a Master of Arts in Teaching, to prepare them to be highly effective teachers of science-, math-, and technology-related subjects to elementary students. In addition to scholarship support, the project will provide Scholars with service learning opportunities in high-need elementary schools to promote community engagement, and early and ongoing mentoring and professional development to promote retention. By emphasizing recruitment of students from diverse backgrounds, the project has the potential to broaden participation within the Connecticut teacher workforce.The project has three goals: 1) to increase the number of highly qualified STEM teachers who are teaching in a high-need elementary school; 2) to retain the Noyce scholars until graduation and certification; 3) to support the Noyce scholars to meet their teaching commitment in a high-need district; 4) and to increase the effectiveness of these STEM teachers through a revised education curriculum and engagement in service learning and inquiry-based research experiences. To meet these goals, the project has developed a strong collaboration between the University and the Bridgeport, Norwalk, and Stratford School Districts. The Scholars will be recruited from prospective and matriculated first-year and transfer students, with an emphasis on including underrepresented minority students, first-generation college students, lower-income students, and veterans. The Scholars will benefit from a revised education curriculum, targeted STEM workshops, and engagement in service learning and inquiry-based research experiences. In addition, the Scholars will participate in a nine-month Graduate Teacher Internship at a high-need elementary school in Bridgeport, Norwalk, or Stratford school districts. In each of their participating years, Scholars will be paired with a STEM mentor teacher in a partnering high-need elementary school. Through publications and regional and national meetings, the project PIs will disseminate evidence collected about the effectiveness of the developed curriculum; the efficacy of preparing preservice teachers for high-need classrooms through topic integration in STEM; the value of service learning, STEM research, and emphasis on professional identity; and the success of early and ongoing mentorship for novice teachers. The Noyce Program supports talented STEM undergraduate majors and professionals to become effective K-12 mathematics and science teachers in high-need school districts and experienced and exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.