The Development of an Innovative Model for the Preservice Preparation of Elementary Teachers for Enhanced Science, Mathematics, and Technology Teaching

这个为期五年的项目的目的是开发、领域 测试、修订、制度化和传播一个模型 以研究为基础的教学计划， 加强科学、数学和技术的教师 教学一个由八名科学家和十名科学教育家组成的团队 将与25名经验丰富的小学生一起工作， 教师和四位校长， 课程内容和教学法以及实地经验， 预备班的兼职教师。 一个主要 工作的目标是协调一套经验， 在环境中有一个一致性， 内容和方法的口外学基础 学校的课程和班级， 会有丰富的实战经验 学生们将学习27个学期的数学， 科学内容。 八小时的方法将被分发 这样学生们就能思考 教授小学科学和数学 与特定的科学或数学领域有关， 在课程内容中强调。 的方法的每一 课程将有一个伴随的实地经验， 了解学生情况的教师 在大学学习。 该项目将有学生 从事科学和数学研究， 三年时间跨度的学校。 这项工作的另一个重要方面是仔细注意 私家侦探项目工作人员将支付评估费用 干预措施及其组成部分对所有人的影响 参与的人--业余教师，有经验的教师， 科学家，科学教育家，最重要的是， 小学新教师的学生 教学的方式 该项目认识到，许多新教师 在头一到三年内离开教学岗位。 这个项目 将在第一年为毕业生提供支持 为了让这些新教师能够 他们中的更多人会继续教书。 堪萨斯州立大学将分担超过56%的费用， 这是NSF要求的金额。

The purpose of this five-year project is to develop, field test, revise, institutionalize, and disseminate a model research-based preservice program to prepare elementary teachers for enhanced science, mathematics, and technology teaching. A team of eight scientist and ten science educators will work in conjunction with 25 experienced elementary teachers and four principals to totally restructure the courses in content and pedagogy and the field experiences for preservice teachers in the preparatory program. One major goal of the work is to coordinate the set of experiences so that there is a consistency in the environment and epistomological underpinnings for the content and the methods courses and the classes in the schools where these students will have extensive field experiences. The students will take 27 semester hours of mathematics and science content. Eight hours of methods will be distributed so that the students will be engaged in thinking about teaching elementary school science and mathematics as it relates to the particular science or mathematics area being emphasized in the content courses. Each of the methods courses will have an accompanying field experience with teachers that are knowledgeable about what the students are studying at the university. The program will have students engaged in studying science and mathematics and working in schools over a three year time span. Another important aspect of the work is the careful attention that the P.I. and the project staff will pay to evaluating the impact of the intervention and its component parts on all of those involved--preservice teachers, experienced teachers, scientists, science educators, and, most importantly, the students of the new elementary teachers in their early years of teaching. The project recognizes that many new teachers leave teaching in the first one to three years. This project will provide support for the graduates during the first year in an attempt to network these new teachers in such a way that more of them will stay in teaching. Kansas State University will cost share in excess of 56% of the amount requested from NSF.