NebraskaNOYCE Phase II: Investigating the Impact in High-Need Districts

高质量的教学很重要，特别是对处于危险中的学生。罗伯特·诺伊斯教师奖学金项目试图通过招募和留住优秀的数学和科学教师来解决这个问题。 该奖学金跟踪第二阶段监测和评估项目将研究内布拉斯加大学林肯分校NebraskaNOYCE项目对参与者和内布拉斯加州数学教师专业社区的纵向影响。 NebraskaNOYCE计划在最初的三年半时间里取得了很大的成功，包括在高需求地区100%安置和保留教学研究员（TF），以及在硕士教学研究员（MTF）的专业轨迹上取得卓越成就。本项目将调查候选人和项目因素如何有助于或不有助于TF和MTF作为高需求地区的专业人员的工作，他们对教师职业的承诺，以及他们对安置在高需求地区的承诺。NebraskaNOYCE第二阶段的首要议程是：NebraskaNOYCE对TF和MTF的招聘和保留以及他们的专业实践发展有什么纵向影响？ NebraskaNOYCE第二阶段的目标是了解影响TF在高需求地区教学的能力和承诺的因素和资源; MTF作为大师教师的发展和在高需求地区教学数学的承诺;以及TF和影响这些因素和资源的MTF之间的相互作用。该项目的重点是个人，社会和知识资源和因素对TF和MTF的专业实践的影响。此外，NebraskaNOYCE第二阶段将评估该计划招聘和留住教师的能力，该计划对内布拉斯加大学林肯分校数学系和教学，学习和教师教育系的影响，以及该计划对学区的影响。 该项目所产生的知识有可能影响其他诺伊斯项目的活动和研究与评价设计，以及在诺伊斯社区之外的规模上影响在职教师教育和在职教师专业发展。一个全面的传播计划将确保NebraskaNOYCE第二阶段的研究成果将与NSF Noyce社区，公立和赠地大学协会（APLU）数学教师教育合作伙伴关系（MTE-Partnership）以及更广泛的数学和数学教育社区分享。内布拉斯加州在MTE-Partnership中的成员资格为该团队提供了一个传播平台，以接触那些致力于改善中学数学教师准备及其进入教师职业的教育工作者。NebraskaNOYCE的43个MTFs和TF都留在他们的高需求的学校;了解的支持，帮助这发生将允许这个项目，使政策建议相关的副教师准备，新手教师入职，教师保留，有效合作的教师和导师的素质。该项目还将有助于数学教师领导者的发展和成长轨迹的MTF作为数学教师领导者在高需求地区的稀疏文献。 数据收集将包括通过规划，教学和反思的周期教师的观察，以及旨在解决与研究或硕士教师参与者相关的研究问题的访谈。

High quality teaching matters, especially for students "at risk." Robert Noyce Teacher Scholarship projects attempt to address this through recruiting and retaining excellent mathematics and science teachers to work in high-need settings. This Fellowship Track Phase II Monitoring and Evaluation project will examine the longitudinal impact of the NebraskaNOYCE project at the University of Nebraska-Lincoln on the participants and on the professional community of Nebraska mathematics teachers. The NebraskaNOYCE program has seen much success in its initial three and one-half years, including 100% placement and retention of Teaching Fellows (TFs) in high-need districts and excellence in the professional trajectory of Master Teaching Fellows (MTFs). This project will investigate how candidate and program factors contribute or do not contribute to TFs' and MTFs' work as professionals in high-need districts, their commitment to the teaching profession, and their commitment to placement in high-need districts. The overarching agenda of NebraskaNOYCE Phase II is: What is the longitudinal impact of NebraskaNOYCE on recruitment and retention of TFs and MTFs, and the development of their professional practice? The goals of NebraskaNOYCE Phase II are to understand the factors and resources that shaped the TFs' capacity for and commitment to teaching in high-need districts; the MTFs' development as master teachers and commitment to teaching mathematics in a high-need district; and the interactions between the TFs and MTFs that influenced these factors and resources. The project focuses on the impact of personal, social, and knowledge resources and factors on TFs' and MTFs' professional practice. Additionally, NebraskaNOYCE Phase II will evaluate the program's ability to recruit and retain teachers, the impact of the program on University of Nebraska-Lincoln Department of Mathematics and Department of Teaching, Learning, and Teacher Education, and the impact of the program on the school districts. The knowledge that will be generated by this project has the potential to impact other Noyce projects' activities and research and evaluation designs, as well as preservice teacher education and inservice teacher professional development on a scale that extends beyond the Noyce community. A comprehensive dissemination plan will ensure that research produced by NebraskaNOYCE Phase II will be shared with the NSF Noyce community, the Association of Public and Land-Grant Universities' (APLU) Mathematics Teacher Education Partnership (MTE-Partnership) and the broader mathematics and mathematics education communities. Nebraska's membership in the MTE-Partnership provides the team with a dissemination platform to reach educators who are working to improve secondary mathematics teacher preparation and their induction into the teaching profession. NebraskaNOYCE's 43 MTFs and TFs have all remained in their high-need schools; understanding the supports that have helped this to happen will allow this project to make policy recommendations related to preservice teacher preparation, novice teacher induction, teacher retention, and qualities of effective cooperating teachers and mentors. This project also will contribute to the sparse literature on mathematics teacher leaders related to the development and growth trajectories of MTFs as mathematics teacher leaders in high-need districts. Data collection will include observations of teachers through the cycle of planning, teaching and reflecting, and interviews designed to address research questions associated with either preservice or master teacher participants.