Nebraska Mathematics Scholars Program for Secondary School Teachers

该领导力活动项目将为来自内布拉斯加州农村学区的60名模范中学数学教师提供提升和专业发展经验。这个多年项目的总体目标包括：1)更新和深化参与者的数学背景和教学方法；2)与参与研究员、6名被选为项目高级研究员的优秀中学数学教师和6名大学和学院数学教师建立联系；3)在参与者的课堂上实施解决问题的课程。4)参与者为其家乡学校的同事举办至少四次全天的在职研讨会；5)对荣誉教师参与者的适当认可；6)将项目方法、材料和结果传播到附近的学校系统和农村州；7)在精心策划的文件中对模型方法进行调查。评估和评估工作。60名项目研究员和6名高级研究员的选择将基于要求教师和学校承诺实施项目重点的详细申请。20名研究员、2名高级研究员和2名教授将分别在三个地点（联合国-林肯学院、查德隆州立学院和黑斯廷斯学院）共同学习，所有人都将在三年后完成类似的专业发展计划，其中包括6门研究生数学课程、3门计算机研讨会和3门传播研讨会（联合国-林肯学院的24个研究生学分）。参与者将在每年夏天完成为期五周的密集住宅工作坊，每年夏天以小组形式轮换到不同的校园。参与者将在他们的教室和工作坊中与他们的同伴一起被访问和观察，每个人将准备一个视频会议，与项目工作人员和参与者分享。仔细记录和分析这些观察和教师报告将为项目工作人员和外部专家评价人员进行详细的项目评价提供重要的基础。

This Leadership Activities project will provide enhancement and professional development experiences for 60 exemplary secondary school mathematics teachers from rural Nebraska school districts. The overall goals of the multiyear project involve: 1) the updating and deepening of the participants' mathematics backgrounds and teaching methodologies, 2) the networking of the participant Fellows, six outstanding secondary mathematics teachers selected to be part of the project staff as Senior Fellows and the six university and college mathematics faculty, 3) the conduct of implementations of problem-solving lessons in participants' classrooms, 4) the conduct of at least four all-day in-service workshops by the participants for their colleagues in their home schools, 5) appropriate recognition for honors teacher participants, 6) the dissemination of the project methods, materials and results to nearby school systems and rural states, and 7) the investigation of the modelistic approach within a carefully planned documentation, assessment and evaluation effort. Selections of the 60 project Fellows and six Senior Fellows will be based upon detailed applications requiring expressions of teacher and school commitments to implement project emphases. Twenty Fellows, two Senior Fellows and two professors will study together at each of three sites (UN-Lincoln, Chadron State College, and Hastings College), all completing a similar program of professional development after three years which will include 6 graduate mathematics courses, 3 computer seminars and 3 dissemination seminars (24 graduate credits from UN- Lincoln). The participants will complete a five-week intense residential workshop each summer, rotating as a group to a different campus each summer. Participants will be visited and observed in their classrooms and in their workshops with their peers, and each will prepare a videotaped session to be shared with project staff and participants. Careful documentation and analysis of these observations and of teacher reports will provide a significant basis for a detailed project evaluation, both by project staff and expert external evaluators.