LSU NOYCE TIGERS: Teaching Investigating Guiding Engaging Researching Serving

路易斯安那州立大学在四年内为准备成为GEAUX教学计划中的科学和数学教师的大三和大四学生提供24项奖学金。 此外，夏季研究实习可用于新生和大学生，为教师候选人提供真实的数学和科学研究经验。 这些经验的目的是使数学和科学教师准确地传达给中学生不仅是学校学科的事实和技能，而且在学科的实际研究文化的东西。因此，STEM学生可能会被GEAUX Teach计划所吸引，不仅因为它会带来教学证书，还因为它支持他们在实验室环境中的暑期实习，在大学研究人员的指导下协助正在进行的研究项目。 虽然真实的研究经验是必要的完全有能力的数学和科学教师，它可能不足以确保教师可以将这种经验转化为课程创新。 为了解决这个问题，实习体验旨在让暑期学者作为一个群体与教师导师一起参与，教师导师是GEAUX Teach的前毕业生，他们是诺伊斯奖学金的前获得者，其教学实践体现了学科忠诚的理想。通过对自己的毕业生进行再投资，GEAUX Teach计划正在周边学区建立一个递归的教学社区。 该项目正在对毕业生的成绩进行评估，对教师的效力进行增值分析。 评估设计链接GEAUX教学程序与全州范围内的纵向数据库的数据在一个复杂的三层分层模型，并使用以前的成绩，出勤率和人口统计变量在学生，教室和学校的水平，以估计教师的准备效果。这为诺伊斯奖学金获得者提供了系统的纵向评估，解决了该计划对高需求学校/地区的教师保留，减员和服务的影响。

Louisiana State University is providing 24 scholarships over four years to juniors and seniors preparing to become science and math teachers in the GEAUX Teach program. In addition, summer research internships are available for freshmen and sophomores to provide teacher candidates with authentic hands on mathematics and science research experiences. These experiences are designed to enable mathematics and science teachers to accurately relay to secondary school students not only the facts and skills of the school subject, but also something of the actual culture of research in the discipline. Thus STEM students may be attracted to the GEAUX Teach program not only because it leads to a teaching credential, but also because it supports their summer internship in a laboratory setting assisting with ongoing research projects under the guidance of university researchers. Although authentic research experience is necessary for the fully capable mathematics and science teacher, it may not be sufficient to ensure teachers can translate that experience into curriculum innovation. To address this, the internship experience is designed to involve summer scholars, as a cohort, with teacher mentors - former graduates of the GEAUX Teach who were previous recipients of Noyce Scholarships whose teaching practices embody the ideals of disciplinary fidelity. By reinvesting in its own graduates, the GEAUX Teach program is building a recursive community of teaching excellence in the surrounding school districts. The project is conducting an assessment of the success of the graduates using a value-added analysis of teacher effectiveness. The evaluation design links the GEAUX Teach program with the statewide data base of longitudinal data within a complex three layer hierarchical model and uses prior achievement, attendance, and demographic variables at the student, classroom, and school levels to estimate teacher preparation effects. This provides a systematic, longitudinal evaluation of NOYCE Scholarship awardees, addressing the impact of the program on teacher retention, attrition, and service in high-need schools/districts.