Strengthening Teacher Education through Mathematics & Science Teaching Scholars in Louisiana

通过数学加强教师教育

• 批准号: 1439900
• 负责人: Peter Sheppard
• 金额: $ 119.33万
• 依托单位: University of Louisiana at Lafayette
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439900&HistoricalAwards=false
• 关键词: Strengthening; Teacher; Education; through; Mathematics

Developing more, highly qualified science and mathematics teachers is a national priority. Through funding from the National Science Foundation's Robert Noyce Teacher Scholarship Program, the Strengthening Teacher Education through Mathematics & Science Teaching Scholars (STEMS2) in Louisiana project is attentive to the local, regional and national persistent concern of secondary STEM teacher recruitment, preparation, induction, and retention. At the local level, this project is responsive to current performance challenges of students in Algebra and Biology on end-of-course tests. The project intends to produce twenty-five exceptionally qualified mathematics and biology teachers, who upon completing the project will have earned a baccalaureate degree in mathematics or biology, as well as obtained secondary teacher certification. In addition to scholarship support to STEM majors recruited to become teachers, the project will provide a comprehensive system of supports anchored by a handpicked cadre of in-service secondary STEM teachers who will serve as mentors to these pre-service candidates. Furthermore, during the first years of teaching by these Noyce Scholars, Induction Specialists, comprised of a select group of recent retirees who are remarkably skilled and qualified at teaching their subject, will provide direct support to the newly minted teachers. STEMS2 represents a collaborative partnership between the University of Louisiana at Lafayette's College of Education, College of Sciences, and two local school districts, the Lafayette Parish School System and Iberia Parish School System.The STEMS2 project attempts to further accentuate the value of teacher preparation programs that model the interdependence of content, pedagogical, and practical knowledge as catalysts for teacher effectiveness, thereby validating the supposition that Colleges of Education, Colleges of Sciences, and local school districts should share responsibility for training STEM teachers. Programmatically, the design features a distribution of duties among university faculty and the STEMS2 K-12 partners which increases the likelihood of graduates mastering variables that pertain to teachers' knowledge and skills, namely, knowledge of the subject matter content to be taught; knowledge of how to teach that content to a wide range of learners; and the ability to manage a classroom, and design and implement instruction. In addition to the preparation program, the project features include semi-annual stakeholder retreats, internships with Master Teacher Fellows from the Louisiana-Lafayette's Louisiana Mathematics Masters in the Middle project, and seminars in transitioning to higher-level mathematics and sciences. The summer internships for freshmen and sophomore STEM majors, which will support their work with middle school students in STEM camps, will serve as a fundamental strategy for recruiting Noyce Scholar recipients. The all-inclusive nature of this project, with recruitment, preparation, mentors, and induction support, will allow the deployment of exceptionally qualified teachers, armed with a robust knowledge of STEM pedagogy and content, to high-need school districts with the ability to make immediate positive impacts on student learning in STEM areas. While the major measurable outcome of the STEMS2 project will be the production of twenty-five exceptionally qualified secondary STEM teachers, the project evaluation will also assess the project's explicit intents related to fostering collaboration among mathematics, science and education faculty, as well as among the University of Louisiana at Lafayette faculty STEMS2 participants and partner school districts. The scholarly findings from the STEMS2 project will have the potential to serve as a model for other institutions.

培养更多高素质的科学和数学教师是国家的首要任务。通过美国国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助，路易斯安那州的“通过数学和科学教学学者加强教师教育”(STEMS2) 项目关注地方、地区和国家对中学 STEM 教师招聘、准备、入职培训的持续关注。和保留。 在地方层面，该项目旨在应对代数和生物学学生当前在课程结束测试中的表现挑战。该项目旨在培养 25 名非常合格的数学和生物教师，他们在完成该项目后将获得数学或生物学学士学位，并获得中学教师证书。 除了为受聘成为教师的 STEM 专业学生提供奖学金支持外，该项目还将提供一个全面的支持系统，该系统由精心挑选的在职中学 STEM 教师骨干人员组成，他们将担任这些职前候选人的导师。此外，在这些诺伊斯学者教学的头几年，由一群在教授其学科方面具有出色技能和资格的最近退休人员组成的入职专家将为新教师提供直接支持。 STEMS2 代表了路易斯安那大学拉斐特教育学院、科学学院和两个当地学区（拉斐特教区学校系统和伊比利亚教区学校系统）之间的合作伙伴关系。STEMS2 项目试图进一步强调教师培训计划的价值该模型将内容、教学和实践知识的相互依赖性建模为教师效能的催化剂，从而验证了以下假设：教育学院、理学院和当地学校各学区应分担培训 STEM 教师的责任。从规划上讲，该设计的特点是在大学教师和 STEMS2 K-12 合作伙伴之间分配职责，这增加了毕业生掌握与教师知识和技能相关的变量的可能性，即要教授的主题内容的知识；了解如何向广泛的学习者教授该内容；以及管理课堂、设计和实施教学的能力。除了准备计划外，该项目的特色还包括半年一次的利益相关者务虚会、与路易斯安那拉斐特路易斯安那州中级数学硕士项目的名师研究员实习，以及向更高水平的数学和科学过渡的研讨会。 STEM专业大一和大二学生的暑期实习将支持他们在STEM营中与中学生的工作，这将作为招募诺伊斯学者获得者的基本策略。 该项目具有包容性，包括招聘、准备、导师和入职支持，将能够向高需求学区部署具备丰富 STEM 教学法和内容知识的优秀教师，并有能力对学生在 STEM 领域的学习产生立竿见影的积极影响。 虽然 STEMS2 项目的主要可衡量成果将是培养 25 名非常合格的中学 STEM 教师，但项目评估还将评估该项目与促进数学、科学和教育教师之间以及学生之间合作的明确意图。路易斯安那大学拉斐特分校教员 STEMS2 参与者和合作学区。 STEMS2 项目的学术研究结果将有可能成为其他机构的典范。