Noyce Scholars Program Phase II: Expanding the Model

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，霍夫斯特拉大学将与拿骚社区学院(NCC)和长岛四个高需求学区合作，实施这一奖学金和津贴第二阶段项目，诺伊斯学者计划第二阶段：扩展模式。该项目将支持22名主修数学或科学学科(或已完成此类专业)的大三/大四学生/大四学生/学士学位后学生，他们正准备在高需求地区教授中学数学或科学。每位奖学金获得者将获得1至2年的奖学金支持。新教师将使用经过审查的数学和科学教学方法，将跨学科的概念联系起来，让学生参与到与现实世界相关的协作问题解决中。该项目将在第一阶段项目的基础上，提供一个增强的准备和发展计划，包括根据第一阶段项目评估专门开发和改进的七个组成部分。项目活动包括：(A)加强新的招聘计划；(B)一年级和二年级学生的STEM实习；(C)身临其境的早期教学体验：(D)在高需求学区对合作教师进行指导；(E)定期座谈、会议和研究所；(F)第一阶段校友的领导作用；(G)新教师的上岗计划。该项目将使用定量和定性数据来解决以下研究问题：(1)第一阶段学者的纵向成果是什么，包括他们对STEM教学的承诺；服务承诺年限；他们对在高需求学校任教的准备情况、保留/支持活动的看法；以及在高需求学校的STEM教学质量？(2)合作教师参与教师准备活动在多大程度上有助于准备和保留学者？

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, Hofstra University will partner with Nassau Community College (NCC) and four high-need school districts on Long Island, for this Scholarships & Stipends Phase II project, Noyce Scholars Program Phase II: Expanding the Model. The project will support 22 juniors/seniors/post-baccalaureate students who are majoring in mathematics or a science discipline (or who have completed such a major) and who are preparing to teach secondary mathematics or science in a high-need district. Each Scholar will receive 1 or 2 years of scholarship support. The new teachers will use vetted methods of mathematics and science instruction, connecting concepts across disciplines and engaging learners in collaborative problem solving related to real world contexts.Building on the Phase I project, this project will offer an enhanced preparation and development program with seven components specifically developed and refined based on Phase I project evaluation. Project activities include: (a) an enhanced new recruitment program; (b) STEM internships for freshman and sophomore students; (c) immersive early teaching experiences: (d) coaching of cooperating teachers in high-need school districts; (e) regular colloquia, conferences, and institutes; (f) leadership roles for Phase I alumni; and (g) an induction initiative for new teachers. The project will use quantitative and qualitative data to address research questions such as: (1) What are the longitudinal outcomes of Phase 1 Scholars, including their commitment to STEM teaching; service commitment years; perceptions of their preparedness to teach in high-need schools, retainment/support activities; and quality of teaching STEM in high-need schools? (2) To what extent does the integration of cooperating teachers into teacher preparation activities contribute to the preparedness and retention of Scholars?