Investigating Science Teacher, Research, Education, and Methods Used to Prepare Pre-Service Science Teachers

第一轨道罗伯特·诺伊斯教师奖学金计划(NOYCE)旨在满足国家需要，增加高素质科学教师的数量，特别是种族和民族多样性的科学教师。目前，缺乏有资质的科学教师是导致高危学生成绩和期望值低的主要原因。这一问题在农村和城市地区都加剧了，在这些地区，许多科学教师要么在其认证领域之外教学，要么没有STEM背景。该项目计划通过准备和支持通过学士学位后课程获得教师认证的高素质理科专业学生来解决这一问题。在招募和挑选合格的学者之后，这个项目将在科学课堂上提供真实的体验，从10周的实习前体验开始。此外，还计划整合当地社区的实地科学经验，使学者参与专业学习社区，以加深他们对科学的概念理解。因此，学者们应该学习如何帮助他们未来的K-12学生在课堂上学习的科学内容与当地社区之间建立现实世界的联系。该项目有可能为第一标题学校提供高质量的科学教师，从而提高学生的成绩。南阿拉巴马大学的这个项目包括与莫比尔县公立学校系统、毕晓普州立社区学院、阿拉巴马州教育部的阿拉巴马州动态科学以及阿拉巴马州数学、科学和技术倡议的合作伙伴关系。项目目标包括支持理科毕业生，并在五年的资助期内培养出总共16名新的理科教师。符合条件的应聘者将拥有理科学士学位(即物理、化学、生物、地质学或工程学)。招聘策略包括实习前体验，与每个科学系的教职员工直接接触，以及在南阿拉巴马大学播客节目《真诚地向南》的至少一集上做广告。该项目利用了以往诺伊斯奖项的最佳实践，预计将增加有关吸引理科专业学生追求科学教师职业的因素的知识体系。智力优势的两个特征包括该项目在衡量过去学者的有效性的同时继续培养高质量科学教师的能力。最后，评估影响超过三年承诺的学者服务的因素可以用来更好地理解如何支持和留住职业科学教师。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This Track 1 Robert Noyce Teacher Scholarship Program (Noyce) aims to serve the national need of increasing the number of highly qualified science teachers, especially science teachers who are racially and ethnically diverse. Currently, the lack of certified science teachers is a major cause of low achievement and expectations for high-risk pupils. This problem is intensified in both rural and urban areas where many science teachers are either teaching outside of their field of certification or do not have a STEM background. This project plans to address the problem by preparing and supporting highly qualified science majors who obtain their teaching certifications via a post-baccalaureate program. After recruiting and selecting qualified Scholars, this project will provide authentic experiences in science classrooms, starting with a 10-week pre-residency experience. In addition, the integration of local community science field-based experiences to engage Scholars in professional learning communities to further their conceptual understanding of science is planned. As a result, Scholars are expected to learn how to help their future K-12 students make real-world connections between the science content they are learning in the classroom and their local community. This project has the potential to provide Title I schools with high quality science teachers and as a result increase student achievement. This project at the University of South Alabama includes partnerships with the Mobile County Public School System, Bishop State Community College, the Alabama State Department of Education’s Alabama Science in Motion, and the Alabama Math, Science, and Technology Initiatives. Project goals include supporting science post-baccalaureates and producing a total of 16 new science teachers over the five-year duration of the grant. Eligible candidates will hold a bachelor’s degree in science (i.e., physics, chemistry, biology, geology, or engineering). The recruitment strategy includes the STREAM pre-residency experience, direct contact with faculty in each science department, and advertisement on at least one episode of the University of South Alabama podcast, Sincerely South. This project utilizes best practices from previous Noyce awards and is expected to add to the body of knowledge regarding factors that attract science majors to pursue careers as science teachers. Two characteristics of intellectual merit comprise of the project’s capacity to continue producing high quality science teachers while measuring the effectiveness of past Scholars. Lastly, the evaluation of factors that influence Scholars serving beyond the three-year commitment can be used to better understand how to support and retain career science teachers. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K- 12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.