Texas Tech Noyce Scholars Phase II (TTNS-II)

在国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助下，该项目解决了国家日益增长的招聘和培养中学STEM教师的需求。 该项目将从德克萨斯理工大学以及三所社区学院招募STEM学生，并为他们提供有效的指导，以及他们在拉伯克地区学校系统中所需的教学和学科知识。 这些训练有素的教师将有助于缩小这些学校记录在案的成绩差距。 该项目是德克萨斯理工大学（TTU）、拉伯克独立学区、南平原学院、米德兰学院和敖德萨学院之间的合作项目。 作为第二阶段奖学金和助学金项目，它将应用在第一阶段诺伊斯项目期间学到的知识，以加强有才华的STEM学生的招聘和指导保留到德克萨斯州西部的高需求中学。第一阶段的成功项目资助了37名学生。该项目第二阶段将培养另外16名新教师。对第一阶段项目的评价提供了为当前项目的设计和开发提供信息的知识。根据所了解到的情况，项目PI团队将从社区大学学生以及TTU学生中招募学生，并将让目前的诺伊斯学者参与这些招募工作。 此外，该项目还将通过小组辅导为职前教师提供支助，他们发现小组辅导更有效。 第二阶段项目将鼓励学者探索自决，并将在实习和课堂实习期间向在职教师提供自主支持培训。 这些活动将导致教师职业的更有意识的自我选择和更高的可能性留在这个行业。通过对教师自主性和自主性探索特征的研究，可以进一步了解职前教师的激励因素。 项目成果将通过调查、访谈、研究报告的文件分析和问卷进行评估。 研究和评估的结果将为全国各地方案中的职前教师的招聘和支持提供信息。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, this project addresses the Nation's growing need to recruit and prepare secondary STEM teachers. The project will recruit STEM students from Texas Tech University, as well as from three community colleges and will provide them with effective mentoring, in addition to the pedagogical and discipline-based knowledge they need to teach in the Lubbock area school systems. These well-trained teachers will help close the documented achievement gap in these schools. This project is a partnership among Texas Tech University (TTU), the Lubbock Independent School District, South Plains College, Midland College, and Odessa College. As a Phase II Scholarship and Stipend project, it will apply what was learned during the Phase I Noyce project to enhance the recruitment and mentored retention of talented STEM students into high needs secondary schools in west Texas. The successful Phase I project supported 37 students. This Phase II project will prepare an additional 16 new teachers. The evaluation of the Phase I project provided knowledge that informed the design and development of the current project. Based on what was learned, the project PI team will recruit students from among community college students, as well as TTU students, and will involve current Noyce scholars in those recruiting efforts. In addition, the project will support the pre-service teachers through group mentoring, which they have found to be more effective. The Phase II project will encourage the scholars to explore self-determination and will provide Autonomy Support Training from in-service teachers during their internships and classroom placements. These activities will result in a more intentional self-selection for the teaching career and a higher probability of staying with the profession. Research on the features of self-determination and autonomy exploration will generate knowledge on the elements of motivation that may be effective in recruitment of pre-service teachers. The project outcomes will be evaluated through surveys, interviews, document analysis of research reports, and questionnaires. The results of the research and evaluation will inform the recruitment and support of pre-service teachers in programs across the country.