Texas Leadership Initiative for Inquiry Science Teaching

德克萨斯州探究科学教学领导力倡议

• 批准号: 1852821
• 负责人: Carolyn Nichol
• 金额: $ 300万
• 依托单位: William Marsh Rice 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: 2019-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852821&HistoricalAwards=false
• 关键词: Texas; Leadership; Initiative; Inquiry; Science

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 3: Master Teaching Fellowships project at Rice University aims to serve the national need of developing science teacher leaders, especially in high-need schools. The project will support a five-year professional development program for elementary and secondary science teachers with master's degrees who are teaching in high-need schools in the Greater Houston area. The professional development activities will be designed and carried out through collaborations between education faculty from the University of Houston and Houston Community College, the Science Teachers Association of Texas, and Houston Independent School District. These partners will work cooperatively to provide mentoring and other experiences that will develop the teachers' leadership abilities and increase their scientific knowledge, as well as deepen their understanding of and skills in inquiry learning and culturally relevant pedagogy. As part of their professional development, the Master Teacher Fellows will design and implement an action research project that addresses a need at their school, thus enabling them to engage in education research. The project seeks to enhance teacher self-efficacy, improve teacher retention in high-need schools, and increase student engagement and achievement. To these ends, the project will create a cadre of Master Teaching Fellows who can support student success in STEM by mentoring their peers, modeling effective teaching practices, and conducting action research. It is expected that these teacher leaders will also contribute to state-wide changes in science teaching leadership. To support these outcomes, the project will engage the Fellows in interdisciplinary inquiry experiences, and provide coaching and mentoring. Groups that will be positively affected by the project include peer teachers in the Houston Independent School District, pre-service teachers enrolled at Houston Community College, and teachers across Texas involved in Science Teachers Association of Texas. Plans to disseminate project materials and results include implementing lessons in classrooms, sharing lessons with peer teachers, mentoring pre-service teachers, and presenting at local and statewide events of the Science Teachers Association of Texas. This project will bring together an exemplary team of teachers who will develop interdisciplinary curricula with societal relevance and contribute to a better understanding of teacher leadership development. 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（Robert Noyce）教师奖学金计划（NOYCE）的支持下，这首歌3：莱斯大学（Rice University）的主要教学奖学金项目旨在满足发展科学教师领导者的国家需求，尤其是在高需求的学校中。 该项目将支持一项为期五年的专业发展计划，针对硕士学位的基础和中学科学教师，他们在大休斯顿地区的高需求学校任教。专业发展活动将通过休斯顿大学和休斯顿社区学院，得克萨斯州科学教师协会和休斯顿独立学区的教育教师之间的合作进行设计和开展。 这些合作伙伴将合作提供指导和其他经验，以发展教师的领导能力，并提高他们的科学知识，并加深他们对探究学习和文化相关教学法方面的理解和技能。作为他们专业发展的一部分，大师级教师将设计并实施一个针对学校需求的行动研究项目，从而使他们能够从事教育研究。 该项目旨在增强教师的自我效能感，改善高需求学校的教师保留，并提高学生的敬业度和成就。对于这些目的，该项目将创建一群大师教学研究员，他们可以通过指导同龄人，对有效的教学实践进行建模和进行行动研究来支持学生在STEM的成功。 预计这些教师领导者还将为科学教学领导力的全州变化做出贡献。 为了支持这些结果，该项目将吸引研究员参与跨学科的调查经验，并提供教练和指导。 将受到该项目积极影响的团体包括休斯顿独立学区的同伴教师，休斯顿社区学院入学的职前教师以及得克萨斯州科学教师协会的德克萨斯州教师。分发项目材料和结果的计划包括在课堂上实施课程，与同伴教师分享课程，指导职前教师，并在德克萨斯州科学教师协会的当地和全州活动中介绍。该项目将汇集一个典型的教师团队，他们将开发具有社会意义的跨学科课程，并有助于更好地了解教师领导力发展。 NOYCE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 STEM老师，并经验丰富的K-12 STEM老师成为STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，认为值得通过评估来支持。

项目成果

A Comparison of Teaching Efficacy Beliefs of Generalist and Subject-Specific Certified Biology Teachers

通才和特定科目认证生物教师教学效能信念的比较

• DOI: 10.30845/jesp.v8n1p2
• 发表时间: 2021
• 期刊: Journal of education social policy
• 作者: Agu, Philomena;Ramsey, John
• 通讯作者: Ramsey, John