A Systematic and Integrated Approach to Recruiting, Preparing, and Retaining Highly Qualified Secondary Teachers of Mathematics and Science in Arkansas

阿肯色州招聘、培养和留住高素质中学数学和科学教师的系统和综合方法

• 批准号: 1439824
• 负责人: Carl Frederickson
• 金额: $ 119.85万
• 依托单位: University of Central Arkansas
• 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: 2014-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439824&HistoricalAwards=false
• 关键词: Systematic; Integrated; Approach; Recruiting; Preparing

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, this grant will respond to the increased need for outstandingly prepared teachers of mathematics and science at a time when the State of Arkansas is increasing expectations for teaching and learning in STEM disciplines at the secondary level. Forty rising sophomores and juniors will participate in an internship program designed to provide participants with the opportunity to experience teaching in tutoring and mentoring situations. These students will serve as the primary pool of juniors and seniors who will be selected to receive the thirty Noyce Scholarships available through this project. The University of Central Arkansas (UCA) Noyce Scholars will graduate with Bachelor of Science degrees in their respective STEM disciplines and will have experiences working in a laboratory and developing the critical inquiry skills necessary to effectively teach today's STEM content. This project seeks to tap into the passions and inquisitiveness that are innate in STEM majors and support them in translating this into powerful teaching pedagogies which capture and motivate middle and high school students in excelling in science and mathematics. Partner school districts, from the urban North Little Rock School District to the suburban Conway School District to the rural Vilonia and Mayflower School Districts, will benefit from the UCA Noyce Scholars, while providing these nascent teachers diverse experiences. Noyce Interns will have the opportunity to participate in summer research projects with Master Teachers so they can enjoy the rewards of teaching while strengthening teaching skills in the context of extracurricular presentations to the Boys and Girls Club and Upward Bound Program. The recipients will also work with more than 1,000 students in STEM university classes through learning assistants and tutoring programs. The internship program will serve as a primary recruitment vehicle for Noyce Scholars. The Noyce Scholars will complete the UCA STEMteach preparation program which is a replication of the UTeach program from the University of Texas-Austin. This program provides mathematics and science majors the opportunity to earn an Arkansas teaching license by completing a 26 credit-hour minor that focuses on developing pedagogical skills within the context of the student's major program of academic study in mathematics, chemistry, physics, or biology. One of the hallmarks of the program is the strong collaboration between the College of Education, the College of Natural Sciences and Mathematics, and partner school districts. The program centers on the belief that the preparation of teachers excels when students have both a contextual and a theoretical understanding interacting in accord. For this reason, the UCA STEMteach program begins with field experience, an approach that differs from most other teacher education programs. The UCA Noyce program will provide robust support for Scholars after graduation during the earliest years of their teaching careers through classroom visits, collaboration with other UCA Noyce Scholars Program alumni, and strong connections with the UCA Institute for STEM Professional Development and Education Research (UCA STEM Institute) that will continue past the initial two years of teaching. Ultimately, this UCA Noyce project intends to triple the current output of secondary STEM teachers to approximately thirty annually, while at the same time recruiting, preparing, and retaining an increasingly diverse set of outstanding secondary STEM teachers armed with deep content, research experience, and pedagogical content skills. While the fundamental indicator of success of the UCA Noyce program will be the production of thirty outstanding STEM majors with teacher certification, the project will use the UTeach Progress Evaluation and Reporting System data collection system for storing data and will also assess the extent to which the project has been successful in recruiting teacher candidates who are traditionally underrepresented in STEM disciplines, has provided students with a content rich introduction to research based pedagogy to promote teaching as a career choice, and has improved sustained connections with Noyce Scholars during the first two years in the classroom.

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，在阿肯色州对中学 STEM 学科教学和学习的期望不断提高之际，这笔赠款将满足对优秀数学和科学教师日益增长的需求。等级。 四十名即将升入大二和大三的学生将参加实习计划，该计划旨在为参与者提供在辅导和指导情况下体验教学的机会。 这些学生将作为大三和大四学生的主要人才库，他们将被选为获得通过该项目提供的三十个诺伊斯奖学金。 中阿肯色大学 (UCA) 诺伊斯学者毕业后将获得各自 STEM 学科的理学学士学位，并将拥有在实验室工作的经验，并培养有效教授当今 STEM 内容所需的批判性探究技能。 该项目旨在挖掘 STEM 专业学生与生俱来的热情和好奇心，并支持他们将其转化为强大的教学法，吸引和激励中学生在科学和数学方面取得优异成绩。 合作学区，从城市的北小石城学区到郊区的康威学区，再到乡村的维洛尼亚学区和五月花学区，都将从 UCA 诺伊斯学者项目中受益，同时为这些新教师提供多样化的经验。诺伊斯实习生将有机会与名师一起参加夏季研究项目，这样他们就可以享受教学的回报，同时在男孩女孩俱乐部和向上发展计划的课外演讲中加强教学技能。 获奖者还将通过学习助理和辅导项目与 1,000 多名 STEM 大学课程的学生合作。实习计划将作为诺伊斯学者的主要招聘工具。诺伊斯学者将完成 UCA STEMteach 准备项目，该项目是德克萨斯大学奥斯汀分校 UTeach 项目的复制品。 该项目为数学和科学专业的学生提供了通过完成 26 个学分的辅修课程来获得阿肯色州教学许可证的机会，该辅修课程侧重于在学生的数学、化学、物理或生物学主要学术研究项目的背景下培养教学技能。该项目的特点之一是教育学院、自然科学与数学学院以及合作学区之间的密切合作。该计划的核心理念是，当学生对情境和理论的理解一致互动时，教师的准备就会更加出色。因此，UCA STEMteach 项目从现场经验开始，这种方法不同于大多数其他教师教育项目。 UCA 诺伊斯学者项目将通过课堂参观、与其他 UCA 诺伊斯学者项目校友合作以及与 UCA STEM 专业发展和教育研究学院 (UCA STEM学院）将继续完成最初两年的教学。最终，UCA 诺伊斯项目旨在将目前中学 STEM 教师的产出增加两倍，达到每年约 30 名，同时招募、培养和留住越来越多样化的优秀中学 STEM 教师，这些教师拥有深厚的内容、研究经验和教学内容技能。 虽然 UCA Noyce 项目成功的基本指标将是培养出 30 名具有教师资格的优秀 STEM 专业学生，但该项目将使用 UTeach 进度评估和报告系统数据收集系统来存储数据，并将评估该项目成功地招募了传统上在 STEM 学科中代表性不足的教师候选人，为学生提供了内容丰富的基于研究的教学法介绍，以促进教学作为一种职业选择，并在诺伊斯学者期间改善了与诺伊斯学者的持续联系课堂上的头两年。