Empowering STEM Teachers with Earned Doctorates: A Noyce Program for Elementary and Middle School Mathematics Teachers

该项目旨在通过提供有关K-12 STEM教师的影响的新颖和重要的信息，以及他们作为学校和地区的教学领导者的角色，为国家利益服务。通过应用研究知情和公平的政策，实践和结构，该项目旨在提高K-8数学教师的能力和专业知识，以担任他们学校和地区的领导者。 该项目有可能激励，建立优先级，并专业化的数学教师的价值与博士学位在K-12学校的设置，研究和实践可以很容易地联系起来。15名参与教师将获得K-8数学教育专业的教育博士学位。 他们还将参加中央佛罗里达大学奥兰治县公立学校教师领导学院。该项目旨在通过提高参与教师的影响力：1）能力，知识和社会正义的心态; 2）数学内容知识; 3）教学内容知识;和4）领导能力。 中央佛罗里达大学（UCF）的这个项目包括与橙子县公立学校（OCPS）和城市年奥兰多的合作伙伴关系，这是一个非营利组织，其成员是来自不同背景的年轻人，在OCPS担任一年的社区服务，作为学生成功教练。该项目有可能成为一个变革性的奋进，将通过15个项目教师的论文研究，产生一个广泛的收集所需的研究，为实际执行全国数学教师促进变革框架理事会中概述的四个关键建议提供信息。由三个相互关联和协同作用的组成部分组织（例如，多层次的教练周期，重新定位数学作为一个网关，并指导代表性不足的STEM教育专业人员），UCF-OCPS教师领导学院将为教师提供一个结构和支持，以适用于他们的城市课堂环境。这些结构和支持包括根除催化变革中描述的不公平政策，做法和结构。该项目将作为一种创新模式，为STEM教师提供博士学位，并增加STEM领域教师的多样性。UCF-OCPS Noyce教师领导学院旨在直接影响200多名K-8数学教师，30多名管理人员，该项目教师任教的学校估计有9000名学生，200多名城市年奥兰多年轻人和2000名城市年奥兰多服务的学生。将使用定量和定性方法来确定项目的循证成果。该项目的领导小组将通过国家和区域介绍、经评审的期刊文章和公开资源网站传播项目成果。这个轨道3：硕士教学奖学金项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K- 12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力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 interest by providing novel and important information regarding the impact of K-12 STEM teachers with a doctorate degree and their roles as instructional leaders in their schools and district. By applying research-informed and equitable policies, practices, and structures, the project intends to increase the capacity and expertise of K-8 mathematics teachers to serve as leaders in their schools and districts. The project has the potential to incentivize, build precedence for, and professionalize the value of mathematics teachers with doctoral degrees in K-12 school settings, where research and practice can be readily linked. The 15 participating teachers will earn a specialized doctorate of education in K-8 Mathematics Education. They will also attend the University of Central Florida-Orange County Public Schools Teacher Leader Academy. This project aims to advance the impact of participating teachers by increasing their: 1) ability, knowledge, and social justice mindset; 2) mathematical content knowledge; 3) pedagogical content knowledge; and 4) leadership capacity. This project at the University of Central Florida (UCF) includes partnerships with Orange County Public Schools (OCPS), and City Year Orlando, a nonprofit whose members are young adults from diverse backgrounds serving one year of community service in OCPS as student success coaches. The project has the potential to be a transformative endeavor that will, through the 15 project teachers' dissertation studies, produce a broad collection of needed studies to inform the practical implementation of the four key recommendations outlined in the National Council of Teachers of Mathematics Catalyzing Change framework. Organized by three interconnected and synergistic components (e.g., Multilayered Coaching Cycles, Repositioning Mathematics as a Gateway, and Mentoring Underrepresented STEM Education Professionals), the UCF-OCPS Teacher Leader Academy will provide a structure and support for teachers to apply in their urban classroom settings. These structures and supports include the uprooting of inequitable policies, practices, and structures described in Catalyzing Change. The project will serve as an innovative model for empowering STEM teachers with earned doctorates and increasing diversity of teachers in STEM fields. The UCF-OCPS Noyce Teacher Leader Academy aims to directly impact more than 200 additional K-8 mathematics teachers, more than 30 administrators, the estimated 9000 students in the schools where the project's teachers teach, more than 200 City Year Orlando young adults, and 2000 students served by City Year Orlando. Both quantitative and qualitative methods will be used to determine evidence-based outcomes of the project. The project's leadership team will disseminate results of the project through national and regional presentations, refereed journal articles, and a publicly-available website of resources. This Track 3: Master Teaching Fellowships 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.