North Carolina High School Mathematics Master Teacher Fellows Program

北卡罗来纳州高中数学硕士教师研究员计划

• 批准号: 1852837
• 负责人: Karen Hollebrands
• 金额: $ 184.41万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852837&HistoricalAwards=false
• 关键词: North; Carolina; Mathematics; Master; Teacher

With support from the Robert Noyce Teacher Scholarship Program, this Track 3: Master Teaching Fellowships project aims to serve the national need of improving the development of highly effective secondary mathematics teacher leaders in high-need school districts. Each of the twenty Master Teachers prepared by the project will teach approximately 150 students per year. As a result, over the duration of the five-year project, up to 15,000 students in high-need North Carolina school districts will receive mathematics instruction from a highly qualified mathematics teacher leader. The project aims to build on experiences from two prior Noyce scholarship programs at North Carolina State University and a North Carolina Quest grant to support practicing high school mathematics teachers to implement new state standards for mathematics.This project includes partnerships between North Carolina State University, The Innovation Project (a nonprofit organization committed to improving education for all students in North Carolina), and four local high-need school districts (Cabarrus County Schools, Mount Airy City Schools, Rockingham County Schools, and Wayne County Schools). The project aims to prepare twenty mathematics Master Teachers across the state of North Carolina. Each cohort of Master Teacher Fellows will include two teachers from each of the partnering high-need school districts. During the five-year project, Fellows will complete graduate coursework in mathematics education, fulfilling requirements for National Board Certification in Adolescence and Young Adulthood Mathematics. In addition, they will engage in mentorship training to learn how to support student teachers and early career teachers, and will participate in leadership professional development. Evaluation activities have the potential to provide insights into how the project: (i) prepares and retains experienced mathematics teacher leaders; (ii) influences teachers' effectiveness as mathematics teachers and teacher leaders; and (ii) impacts the development of leadership skills in teachers at participating districts. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts and experienced, exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 STEM 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.

在罗伯特·诺伊斯教师奖学金计划的支持下，这一Track 3：硕士教学奖学金项目旨在服务于国家需要，改善高需求学区高效中学数学教师领导的发展。该项目准备的20名硕士教师每人每年将教授大约150名学生。因此，在为期五年的项目期间，北卡罗来纳州高需求学区的多达15,000名学生将接受高素质数学教师领导的数学指导。该项目旨在借鉴北卡罗来纳州立大学之前的两个诺伊斯奖学金项目和北卡罗来纳州探索基金的经验，以支持实习高中数学教师实施新的州数学标准。该项目包括北卡罗来纳州立大学、创新项目(一个致力于改善北卡罗来纳州所有学生的教育的非营利组织)和四个当地高需求学区(卡巴鲁斯县学校、芒特艾里市学校、罗金汉县学校和韦恩县学校)之间的合作伙伴关系。该项目旨在培养北卡罗来纳州的20名数学硕士教师。每一批硕士教师奖学金将包括来自每个合作的高需求学区的两名教师。在为期五年的项目中，研究员将完成数学教育方面的研究生课程，以满足青春期和青壮年数学国家委员会认证的要求。此外，他们还将参加导师培训，学习如何支持实习教师和早期职业教师，并将参与领导力专业发展。评估活动有可能深入了解该项目如何：(I)培养和留住有经验的数学教师领导；(Ii)影响教师作为数学教师和教师领导的效力；以及(Ii)影响参与地区教师领导技能的发展。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 STEM教师，并支持经验丰富、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 STEM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。

项目成果

Interaction types in online and hybrid mathematics instruction

在线和混合数学教学中的交互类型

• 发表时间: 2022
• 期刊: Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Krupa, E.

Interactions in blended mathematical learning environments

混合数学学习环境中的交互

• 发表时间: 2021
• 期刊: Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
• 作者: Krupa, E.