Teaching for Equity in Appalachia in Mathematics and Science

在国家科学基金会罗伯特·诺伊斯教师奖学金项目的资助下，阿巴拉契亚数学和科学平等教学团队正在招募数学、生物、化学、地质学或物理学或数学或科学专业的本科生，并准备让他们成为9-12年级的数学或科学教师。该项目将在4年内资助20-30名教师。在这个项目中，阿巴拉契亚州立大学正在与阿巴拉契亚公立学校合作伙伴关系的成员，包括阿勒格尼，亚历山大，和艾弗里县学校。 具体到该项目是一个重点准备教师的文化背景下教数学和科学内容在农村学校和发展领导能力之间的Noyce教师通过辅导和课程经验。 该项目是基于舒尔曼教学内容知识的工作在1987年开发的进一步定义球和巴斯在他们的工作2002年，数学知识教学，和UTeach模型开发和实践在得克萨斯大学奥斯汀分校。除了科学或数学专业的学士学位外，学者们还将获得中学教学研究生证书和相应领域的中学教学许可证。 将特别注意教师队伍的形成，以认识到他们所服务地区的典型农村小学校的教师经常感到孤立。将采用混合方法（定量和定性数据收集）研究在这些小的农村地区招聘和留住教师的有效手段。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the Teaching for Equity in Appalachia in Mathematics and Science, TEAMS, is recruiting undergraduate majors in mathematics, biology, chemistry, geology, or physics or mathematics or science professionals and preparing them to become grades 9-12 Mathematics or Science teachers. The project is funding 20-30 teachers over 4 years. In this project, Appalachian State University is collaborating with members of the Appalachian Public School Partnership, including Alleghany, Alexander, and Avery County Schools. Specific to the project is a focus on preparing teachers for the cultural contexts of teaching mathematics and science content in rural schools and development of leadership capacity among Noyce teachers through mentoring and course experiences. The project is based on the work of Shulman Pedagogical Content Knowledge developed in 1987 as further defined by Ball and Bass in their work of 2002, Mathematical Knowledge for Teaching, and the UTeach model developed and practiced at the University of Texas at Austin. In addition to their Bachelor's degree in a science or math major, the Scholars will earn a Graduate Certificate in Secondary Teaching and a licensure for secondary teaching in the appropriate area. Special attention will be paid to the formation of teacher cohorts in acknowledgement of the isolation often felt by teachers in the small rural schools typical of the area they will serve. Research concerning effective means of recruiting and retaining teachers in these small rural areas will be done using a mixed methods (quantitative and qualitative data collection) approach.