Using Reality-Based Learning Practicum and Mentoring Structures to Enhance STEM Teacher Preparation for High Need Schools

在美国国家科学基金会罗伯特·诺伊斯教师奖学金项目的资助下，“利用以现实为基础的学习实践和指导结构，为高中加强STEM教师准备”正在招收生物、化学、数学和物理专业的本科生，并为他们成为6-12年级的数学或科学教师做准备。该项目将在五年内为36个奖学金提供资金。在这个项目中，刘易斯大学与乔利埃专科学校、杜佩奇学院、Midewin National Tallgras Prairie、三河制造商协会、山谷景观公立学校U365区、乔利埃特区86和橡树草坪区218合作。该计划将使考生能够通过严格的课程作业、广泛的实地经验和创新的方法，为高危学生群体提供最高质量的数学和科学教学。Noyce学者将参加研讨会，并与STEM和教育教师合作，学习以学生为中心的数学和科学课堂的最佳实践。为了进一步发展他们的专业知识，学者们将参加社区外展计划。刘易斯大学项目战略的结果和相应的研究成果有可能解决当今STEM教育面临的一个根本挑战：在高需求的中学成功培养和留住有才华的数学和科学教师。通过研究该计划对教师指导和将教学理论转化为有效实践的影响，刘易斯的诺伊斯计划将有助于推动数学和科学教师的培养，帮助解决高需求学校高素质STEM教师的短缺问题，并在有风险的6-12年级学生中带来更好的数学和科学成果。刘易斯大学的诺伊斯项目团队将审查三个研究问题：(1)诺伊斯学者参与基于现实的学习实践(RBLP)是否影响他们的教学内容和方法，使其课程更以学生为中心，更具吸引力，(2)数学和科学教师培训计划如何从教师候选人的角度更好地界定合作教师作为临床监督者和导师的角色，以及(3)计划如何应用本研究的结果来更好地为实习教师做准备？为了回答问题1，研究人员将在他们的第一次实地经验中建立候选人的教学方法的基线。在基于现实的学习实践RBLP之后，焦点小组将探索学者在创建以学生为中心的课程时的参与度和挑战，研究人员将从另外两个实地经验中审查教案和观察评估，以确定实践的影响。为了回答问题2和3，研究人员将利用(1)教师候选人的入学和离职访谈，(2)调查，(3)评估和观察工具，以及(4)指导教师和大学主管对教师候选人的汇报笔记。本次评估的结果将被分析，以了解RBLP对教学实践的影响，并开发一种新的导师模式，使教师候选人、导师和大学主管参与有效地准备教师候选人。研究结果将通过出版物、演示文稿和项目网站与教育界和STEM社区共享。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, "Using Reality-Based Learning Practicum and Mentoring Structures to Enhance STEM Teacher Preparation for High Need Schools" is recruiting undergraduate majors in biology, chemistry, mathematics, and physics and preparing them to become 6-12th grade mathematics or science teachers. The project will fund 36 scholarships over five years. In this project, Lewis University is collaborating with Joliet Junior College, the College of DuPage, Midewin National Tallgrass Prairie, Three Rivers Manufacturers Association, Valley View Public School District U365, Joliet District 86, and Oak Lawn District 218. The program will equip candidates to provide the highest quality of mathematics and science instruction to at-risk student populations through rigorous coursework, extensive field experiences, and innovative approaches. Noyce scholars will attend workshops and work with STEM and education faculty as they learn student-centered best practices for the mathematics and science classroom. To further develop their expertise, scholars will participate in community outreach programs. The results of Lewis University's program strategies and accompanying research findings have the potential to address a fundamental challenge facing STEM education today: the success and retention of talented mathematics and science teachers in high-need secondary schools. By researching the impact of the program's emphasis in teacher mentoring and in translating teaching theory into effective practice, Lewis' Noyce program is poised to contribute to advances in the preparation of mathematics and science teachers, help address the shortage of highly qualified STEM teachers in high-need schools, and lead to stronger mathematics and science outcomes among at-risk 6-12th grade students.Lewis University's Noyce project team will examine three research questions: (1) Does Noyce scholars' participation in a Reality-Based Learning Practicum (RBLP) influence the content and methods of their teaching towards a more student-centered, engaging STEM curriculum, (2) How can mathematics and science teacher preparation programs better define the role of the cooperating teacher, as both a clinical supervisor and a mentor, from the perspective of teacher candidates, and (3) How can programs apply the findings of this research to better prepare practicing teachers? To answer question 1, the researchers will establish a baseline of the candidates' teaching approaches in their first field experience. Following the Reality-Based Learning Practicum RBLP, focus groups will explore scholars' engagement and challenges in creating student-centered lessons, and the researchers will examine lesson plans and observation evaluation from two additional field experiences to determine the impact of the practicum. To address questions 2 and 3, the researchers will utilize (1) entrance and exit interviews from teacher candidates, (2) surveys, (3) evaluation and observation instruments, and (4) debriefing notes by mentor teachers and university supervisors of the teacher candidates. The results of this evaluation will be analyzed to gain an understanding of the impact of RBLP on instructional practice and develop a new model of mentorship that will engage teacher candidates, mentors, and university supervisors in the effective preparation of teacher candidates. The results of the research will be shared with the education and STEM communities via publications, presentations, and the project website.