Preparing Preservice Mathematics Teachers for Success in High-Need Schools

在NSF罗伯特·诺伊斯教师奖学金计划的资助下，堪萨斯州立大学（K-State）的一个团队与堪萨斯路易斯·斯托克斯少数民族参与联盟项目、专业发展学校伙伴关系以及农村教育和小型学校中心合作，将招募和准备数学专业的学生从事初中和高中数学教学。该项目将（1）为数学专业的大三、大四和学士后学生提供奖学金，以从事教学工作;（2）为大一和大四学生提供机会，让他们在校内和校外的非正式数学教育机构工作;（3）实施职前研讨会和在职辅导计划，以支持诺伊斯学者在高需求地区的头两年教学，特别重视农村学校;（4）研究适合农村学校数学安置的支助结构。在西南地区的重点堪萨斯也将使该项目建立一个更大的基地，谁是西班牙裔数学专业的许可证，在初中和高中教学水平。项目活动将包括为期一年的研讨会，重点是与英语学习者在数学教学，管理多个数学教学任务，并结合数学与其他内容领域。新教师的支持将通过每个地区的大师级教师提供，这些教师被指派指导新教师，以及由K州教育学院创新与合作办公室管理的早期教师合作。定量和定性的方法将解决的问题，如：在多大程度上是有效的项目的活动在增加数学专业的教师执照在初中和高中教学的数量和多样性？哪些项目对学者的职业道路选择影响最大，为什么？调查结果将推进有关准备数学专业在高需求的农村学区任教的知识。

With funding from the NSF Robert Noyce Teacher Scholarship Program, a team at Kansas State University (K-State), partnering with the Kansas Louis Stokes Alliance for Minority Participation project, the Professional Development School Partnership, and the Center for Rural Education and Small Schools, will recruit and prepare mathematics majors for careers in teaching middle and high school mathematics. The project will (1) disburse scholarships for juniors, seniors, and post-baccalaureate mathematics majors to pursue careers in teaching; (2) provide opportunities for freshmen and sophomores to work in informal mathematics education settings both on and off campus; (3) implement a pre-service seminar and in-service mentoring program to support the Noyce Scholars in their first two years of teaching in high-need districts, with special emphasis on rural schools; and (4) conduct research into support structures appropriate to rural school mathematics placements. A focus on districts in southwest Kansas will also enable the project to build a larger base of Hispanic mathematics majors who are licensed to teach at the middle and high school level.Project activities will include a year-long seminar focused on working with English-language learners in teaching mathematics, managing multiple mathematics teaching assignments, and integrating mathematics with other content areas. New teacher support will be provided through master teachers in each district assigned to mentor new teachers as well as an early teacher collaborative managed by the K-State College of Education Office of Innovation and Collaboration. Quantitative and qualitative methods will address questions such as: To what extent are the project's activities effective in increasing the number and diversity of mathematics majors with teacher licensure in middle and high school teaching? Which program components are most influential on scholars' career path choices and why? Findings will advance knowledge about preparing mathematics majors to teach in high-need rural school districts.