KC-TEACH-Robert Noyce Scholarship Program

KC-TEST是密苏里大学堪萨斯城分校(UMKC)艺术与科学学院、教育和生物科学学院以及密苏里州堪萨斯城学区(KCMSD)的合作项目，旨在增加KCMSD的高中科学教师数量。奖学金提供给有2-3年完成生物学、化学、地质学或物理学本科学位和科学认证要求的本科生，这要求获奖者必须在高需求地区担任4-6年的教师服务。参加UMKC理科学士学位获得者/第二职业计划的STEM专业人员也可以获得津贴，使参与者能够在一年内完成高中科学认证，然后强迫他们在高需求地区担任两年的教师服务。该项目将在五年内培养28名生物、化学、地球科学或物理方面的新科学教师，方法是让候选人具备提供高质量科学教学的能力，并将他们安置在一所高需求的城市高中。该项目为一年级和二年级学生提供了在硕士教师的高中科学课堂上的早期实地体验。KC-TACH计划的完成者在他们教学的头三年得到支持，通过仔细的第一年安置和导师选择，以及新教师培训，课堂管理支持，以及融入教师职业的社会化。与该项目相关的研究正在调查探究式教学在改善理科学生的内容知识、推理和态度以及培养具备在高需求领域提供高质量科学教学的良好准备的教师候选人方面的有效性。这项研究的一个主要贡献是确定了可以用来预测在合同义务之外的高需求领域留住科学教师的因素和特征。

KC-TEACH is a collaboration involving the University of Missouri-Kansas City (UMKC) College of Arts and Sciences, Schools of Education and Biological Sciences, and the Kansas City, Missouri School District (KCMSD), seeking to increase the number of high school science teachers in the KCMSD. Scholarships are available for undergraduate students who have 2-3 years to complete both their undergraduate degree in biology, chemistry, geology, or physics and science certification requirements, which obligates the recipients to 4-6 years of teacher service in a high-need district. Stipends are also available for STEM professionals enrolled in the UMKC science bachelor's recipient /second-career program, enabling participants to complete high school science certification in one year and then obligating them to 2 years of teacher service in a high-need district. The project is preparing 28 new science teachers in biology, chemistry, earth science or physics over five years by equipping candidates to provide high-quality science instruction and placing them in a high-need urban high school. The project provides early field experiences for freshmen and sophomores in high school science classrooms of master teachers. KC-TEACH program completers are supported in their first three years of teaching through careful first-year placement and mentor selection and new teacher orientation, classroom management support, and socialization into the teaching profession. Research associated with the project is investigating the effectiveness of inquiry instruction at improving content knowledge, reasoning, and attitudes of science students and preparing teacher candidates who are well equipped to provide high-quality science instruction in high-need areas. A major contribution of this research is the identification of factors and characteristics that can be used to predict retention of science teachers in high need areas beyond contractual obligations.