Recruiting and Preparing Undergraduate Mathematics Majors for Teaching Careers in Urban High Need Schools

该项目旨在满足国家在城市高需求学校中增加高素质初高中数学教师数量的需求。为此，该项目将招募各种数学专业的学生加入该大学的教学认证计划。它将帮助这些未来的教师发展数学知识，以及在城市学校的数学具体教学实践中的技能。当他们在高需求学校服务时，新教师将获得资源、支持和激励，以帮助他们在教学生涯中取得成功并坚持下去。这些高技能的数学教师可以帮助提高初高中学生的数学技能，帮助确保学生为STEM职业奠定基础。奥特拜因大学的这个为期五年的项目包括俄亥俄州中部哥伦布市学校的合作伙伴关系，这是俄亥俄州最大的公立学区。项目目标包括：(1)招收、保留和毕业20名数学专业本科学生，并获得青少年到青年教师执照；(2)实施学术计划，支持职前数学教师在高需求的城市环境中使用研究型教学法取得成就；(3)为高需求城市学校的新数学教师提供入职支持，以促进教师的成功和留任；(4)通过对项目干预措施的严格评估和评价，完善职前教师准备的知识基础。项目团队将调查研究问题：“为期五天的密集城市教学研讨会和专业学习社区的参与对职前教学候选人的知识、感知、兴趣和态度有什么影响？”本研究的发现有助于建立有关吸引STEM学生教学的因素的知识库，以及为高需求城市学校的教师候选人做好准备的有效方法。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教师成为高需求学区的STEM大师教师。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。

This project aims to serve the national need of increasing the number of highly qualified middle and high school mathematics teachers in urban, high-need schools. To do so, the project will recruit diverse mathematics majors into the University’s teaching certification program. It will help these future teachers develop mathematics knowledge, as well as skills in math-specific teaching practices for urban schools. As they serve in high need schools, the new teachers will receive resources, support, and incentives to help them succeed and persist in a teaching career. These highly skilled mathematics teachers can help improve the mathematics skills of middle and high school students, helping to ensure the students build a foundation for STEM careers. This five-year project at Otterbein University includes a partnership central Ohio’s Columbus City Schools, Ohio’s largest public school district. Project goals include: (1) Recruit, retain, and graduate 20 mathematics undergraduate majors who also earn an Adolescent to Young Adult Teaching Licensure; (2) Implement academic programs to support pre-service mathematics teachers to use research-based pedagogies for achievement in high-need, urban settings; (3) Provide induction support for new mathematics teachers in high-need, urban schools to foster teacher success and retention; and (4) Advance the knowledge base for pre-service teacher preparation through rigorous assessment and evaluation of project interventions. The project team will investigate the research question: “What is the impact of a five-day, intensive urban teaching workshop and participation in a professional learning community on knowledge, perception, interest, and attitudes of pre-service teaching candidates?” The findings from this research can contribute to the knowledge base regarding factors that attract STEM students to teaching and effective methods to prepare teacher candidates for high-need urban schools. 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 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.