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Supporting Leaders in Elementary Mathematics Teaching in Missouri

支持密苏里州小学数学教学的领导者

基本信息

批准号：
1852822
负责人：
Corey Webel
金额：
$ 150万
依托单位：
University of Missouri-Columbia
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-04-15 至 2025-03-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852822&HistoricalAwards=false
关键词：
Supporting Leaders Elementary Mathematics Teaching

项目摘要

With support from the Robert Noyce Teaching Scholarship Program, this Track 3: Master Teaching Fellowships project aims to serve the national need of recruiting and preparing highly effective elementary mathematics teachers. The project responds to national calls for content specialists to assume greater responsibility for teaching elementary students. It will do so by providing elementary mathematics teachers in Missouri with specialized training in elementary mathematics content, pedagogy, and leadership, so that they can become certified as Elementary Mathematics Specialists. The project's Master Teaching Fellows will complete a two-year master's degree program based on standards developed by the Association of Mathematics Teacher Educators. After completion of the master's degree, the project will continue to support the Master Teaching Fellows in becoming mathematics leaders in their school and district. Research will be conducted to document Master Teaching Fellows' leadership activities as well as the structural and systemic supports that enable them to improve teaching and learning in their local contexts. The project will recruit and select 24 promising elementary mathematics teachers from two high-need Missouri school districts, Columbia Public Schools and Independence Public Schools, which are partners in the project. The Master Teaching Fellows will participate in extensive training and practice in the transformation of mathematics teaching at the school level. The project will support a partnership between mathematics and education faculty at the University of Missouri and University of Central Missouri, along with two high-need school districts and the Missouri Council of Teachers of Mathematics. Through these partnerships, the Master Teaching Fellows will have the resources to research local instructional problems, helping schools to navigate challenges such as selecting mathematics curricula and resources, supporting individual teachers in using high-leverage teaching practices, developing structures for teacher collaboration, and using data to inform efforts to improve mathematics instruction. In addition, the research will document the development of sustainable models for providing mathematics leadership though formal and informal roles. It will disseminate findings at the state and national level about the use of elementary mathematics specialists as a district and school improvement strategy. 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.

在罗伯特·诺伊斯教学奖学金计划的支持下，这个轨道3：硕士教学奖学金项目旨在满足国家招聘和培养高效小学数学教师的需求。该项目响应国家要求内容专家承担更大的责任，教小学生。它将通过为密苏里州的小学数学教师提供小学数学内容、教学法和领导力方面的专门培训来实现这一目标，使他们能够获得小学数学专家的认证。该项目的硕士教学研究员将根据数学教师教育者协会制定的标准完成为期两年的硕士学位课程。硕士学位完成后，该项目将继续支持硕士教学研究员成为他们学校和地区的数学领导者。将进行研究，以记录硕士教学研究员的领导活动，以及结构和系统的支持，使他们能够改善教学和学习在当地的情况。该项目将从两个高需求的密苏里州学区，哥伦比亚公立学校和独立公立学校，这是该项目的合作伙伴招募和选择24名有前途的小学数学教师。硕士教学研究员将参加广泛的培训和实践，在学校一级的数学教学的转变。该项目将支持密苏里州大学和中央密苏里州大学的数学和教育教师之间的伙伴关系，沿着两个高需求学区和密苏里州数学教师理事会。通过这些合作伙伴关系，硕士教学研究员将有资源来研究当地的教学问题，帮助学校应对挑战，如选择数学课程和资源，支持个别教师使用高杠杆教学实践，开发教师协作结构，并使用数据为改善数学教学的努力提供信息。此外，该研究将记录可持续模型的发展，通过正式和非正式的角色提供数学领导。它将在州和国家一级传播关于使用小学数学专家作为地区和学校改进战略的调查结果。诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K - 12数学和科学教师，以及经验丰富和模范K - 12 STEM教师成为STEM大师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。