Pathway to Science Phase II

科学之路第二阶段

• 批准号: 1540662
• 负责人: Susan Ferguson
• 金额: $ 80万
• 依托单位: University of South Alabama
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540662&HistoricalAwards=false
• 关键词: Pathway; Science; Phase; II

Currently the lack of certified science teachers is a major cause of poor achievement and low expectations for high-risk pupils. This problem is greatly intensified in both rural and urban areas because schools in these locales typically have: overpopulated science classrooms and inadequate science teacher staffing; teachers who teach outside of their field of certification; and/or long-term substitute teachers who do not have a science, mathematics, or engineering background. With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the Pathway to Science (PTS) Phase 2 project, is recruiting undergraduate majors in science disciplines and recent graduates and preparing them to become middle grades and high school science teachers. The project is funding 12 scholarships over four years. In this project, the Colleges of Education, Arts & Sciences, and Engineering at the University of South Alabama are collaborating with Mobile County Public Schools. PTS Phase 2 will enable recent STEM bachelor degree graduates to complete secondary science certification through an intensive, four-semester program that culminates with an earned master's degree and will directly address the need to increase the number of science teachers in Mobile County. A distinguishing feature of the project is the pre-residency experiences provided to help individuals with strong science backgrounds gauge their interest in a career in teaching before they commit time to completing the education coursework.A research study will investigate the longitudinal impact of the program, by addressing questions such as, (1) With regard to preparedness, what are the effects of increased field experiences on the self-efficacy of graduating Noyce PTS scholars? (2) With regard to retention of Noyce graduates in the teaching profession, what are the effects of a Professional Learning Community (PLC)? (3) What are the effects of a PLC on Noyce graduates and current PTS scholars? (4) What effect does a mentoring program have on the retention of current and graduated scholars? (5) How does engaging in professional development (PD) both as a student and as a teacher through the Noyce PTS program effect teacher self-efficacy? (6) What impact do Noyce graduates have on the departments of the schools in which they work in terms of teacher leadership and student advocacy? The results of the longitudinal study on the effectiveness of former PTS graduates on student achievement, along with qualitative data describing their experiences, will assist in better preparation of science teachers to meet student needs.

目前，缺乏认证的科学教师是成就不佳和对高风险学生期望较低的主要原因。这个问题在农村和城市地区都大大加剧了，因为这些地区的学校通常存在：人口过多的科学教室和科学教师人员不足；在认证领域的教学教师；和/或没有科学，数学或工程背景的长期替代教师。随着国家科学基金会罗伯特·诺伊斯（Robert Noyce）教师奖学金计划的资助，《科学途径》（PTS）第2阶段项目是招募科学学科和近期毕业生的本科专业的，并准备成为中学和高中科学老师。该项目在四年内为12项奖学金提供了资金。在这个项目中，南阿拉巴马大学教育，艺术与科学和工程学院正在与移动县公立学校合作。 PTS第2阶段将使最近的STEM学士学位毕业生能够通过一项密集的四学期计划完成二级科学认证，该计划最终以获得硕士学位的硕士学位，并将直接解决莫比尔县科学教师的数量。 该项目的一个显着特征是提供的居住前经验，以帮助具有强大科学背景的个人在致力于完成教育课程之前对职业的兴趣。一项研究将通过解决该计划的纵向影响，通过解决诸如（1）在准备方面的纵向影响。 （2）关于保留Noyce毕业生在教学专业中，专业学习社区（PLC）有什么影响？ （3）PLC对Noyce毕业生和当前PTS学者的影响是什么？ （4）指导计划对当前和毕业学者的保留有何影响？ （5）如何通过Noyce PTS计划效果教师的自我效能来从事专业发展（PD）？ （6）Noyce毕业生对他们在教师领导和学生倡导方面工作的学校部门有什么影响？关于前PTS毕业生对学生成就的有效性的纵向研究的结果以及描述其经历的定性数据，将有助于更好地准备科学教师，以满足学生的需求。