Multiple Field Experiences and Undergraduate Research to Prepare Highly Effective Mathematics and Science Teachers for Diverse Urban Schools

多种实地经验和本科研究，为不同的城市学校培养高效的数学和科学教师

• 批准号: 1949831
• 负责人: Michael Egan
• 金额: $ 113.45万
• 依托单位: Augustana College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949831&HistoricalAwards=false
• 关键词: Multiple; Field; Experiences; Undergraduate; Research

This project aims to serve the national need of preparing highly qualified mathematics and science teachers for work in high-needs school districts. Specifically, the project plans to prepare undergraduate students who are earning baccalaureate degrees in mathematics, physics, biology, or chemistry to be successful mathematics and science teachers in high-need secondary schools. To do so, Augustana College intends to provide sixteen students with scholarship support as they complete their baccalaureate degree and teacher certification. These Noyce Scholars will participate in field experiences and have access to specific advising and mentoring during and after the Scholars’ tenures at Augustana College. With this funding, Augustana College intends to address teacher shortages resulting from high teacher turnover in the Quad Cities metropolitan area in northwest Illinois. This project at Augustana College includes partnerships with Black Hawk College and the Davenport Community Schools, the Moline-Coal Valley School District, the Rock Island-Milan School District #41, and the United Township High School District 30. It intends to produce 16 new certified mathematics and science secondary teachers. The project’s goals are to: (1) increase enrollment of STEM students pursuing education through internal recruitment and strong collaborative relationships with Black Hawk College and local education agencies; (2) improve high-quality and effective teacher preparation through increased and varied early field experience, undergraduate research, and explicit study and experience in diverse urban education environments; and (3) provide greater supports to new teachers based on evidence-based teacher induction and mentoring models. Noyce Scholars will receive both early field experiences and mentoring. Across three school-based field experiences (sophomore year work with special needs students, junior year work in a middle school and a high school, and senior year student teaching), the pre-service candidates are expected to work in three distinctive high-need settings, experiencing different student developmental levels (middle school and high school), as well as different high-need districts and schools. Following student teaching, the Scholars will take an education capstone course (School and Society, which emphasizes diversity and equity issues in high-need schools and includes an experiential component in a high-need school. Thus, Noyce Scholars will engage in a total of four school placements. Each Scholar will be paired with both a STEM faculty mentor and an education faculty mentor. Noyce Scholars are expected to continue working with this team of faculty mentors through graduation and the first two years of teaching. All Scholars are expected to complete a senior inquiry project that integrates rigorous science or mathematical inquiry with relevant applications for K–12 teaching. This academic research will be guided by a researcher, use a variety of techniques, and include research writing and submission of the work for presentation at conferences. The project aims to investigate the extent to which project activities influence students’ attitudes towards teaching in high-need schools. It intends to also identify what skills/abilities candidates must develop to be successful in such settings. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. 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.

该项目旨在满足全国为高需求学区培养高素质数学和科学教师的需求。具体来说，是将获得数学、物理、生物、化学等学科学士学位的大学生培养成为高要求中学数学、科学教师。为此，奥古斯塔纳学院打算为16名学生提供奖学金支持，帮助他们完成学士学位和教师资格认证。这些Noyce学者将在奥古斯塔纳学院任职期间和之后参加实地体验，并获得具体的建议和指导。有了这笔资金，奥古斯塔纳学院打算解决伊利诺伊州西北部Quad Cities大都市区教师高流失率导致的教师短缺问题。奥古斯塔纳学院的这个项目包括与黑鹰学院和达文波特社区学校、莫林-煤谷学区、岩岛-米兰第41学区和联合乡镇高中第30学区的合作。它打算培养16名新的数学和科学中学教师。该项目的目标是：(1)通过内部招聘和与黑鹰学院和当地教育机构的紧密合作关系，增加STEM学生的入学率；(2)通过增加和多样化的早期实地经验、本科研究以及在多样化的城市教育环境中进行明确的学习和体验，提高高质量和有效的教师准备；(3)基于循证教师导入和师徒模式，加大对新教师的支持力度。诺伊斯学者将获得早期实地经验和指导。通过三个以学校为基础的实地经验（二年级与特殊需要学生一起工作，三年级在初中和高中工作，大四学生教学），职前候选人预计将在三个不同的高需要环境中工作，经历不同的学生发展水平（初中和高中），以及不同的高需要地区和学校。在学生教学之后，这些学者将学习一门教育顶点课程（学校与社会），该课程强调高需求学校的多样性和公平问题，并包括高需求学校的体验部分。因此，诺伊斯学者将参与总共四所学校的实习。每位学者将与一名STEM教师导师和一名教育教师导师配对。诺伊斯学者将在毕业和前两年的教学期间继续与教师导师团队合作。所有学者将完成一项高级探究项目，该项目将严格的科学或数学探究与K-12教学的相关应用相结合。这项学术研究将由一名研究人员指导，使用各种技术，包括研究写作和提交工作以在会议上发表。该项目旨在调查项目活动在多大程度上影响了高需求学校学生对教学的态度。它还旨在确定候选人必须发展哪些技能/能力才能在这种环境中取得成功。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。