Using Reality-Based Learning Practicum and Mentoring Structures to Enhance STEM Teacher Preparation for High Need Schools

利用基于现实的学习实践和辅导结构来加强高需求学校的 STEM 教师准备

• 批准号: 1540699
• 负责人: Dorene Huvaere
• 金额: $ 144万
• 依托单位: Lewis University
• 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: 2015-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540699&HistoricalAwards=false
• 关键词: Using; Reality; Based; Learning; Practicum

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, "Using Reality-Based Learning Practicum and Mentoring Structures to Enhance STEM Teacher Preparation for High Need Schools" is recruiting undergraduate majors in biology, chemistry, mathematics, and physics and preparing them to become 6-12th grade mathematics or science teachers. The project will fund 36 scholarships over five years. In this project, Lewis University is collaborating with Joliet Junior College, the College of DuPage, Midewin National Tallgrass Prairie, Three Rivers Manufacturers Association, Valley View Public School District U365, Joliet District 86, and Oak Lawn District 218. The program will equip candidates to provide the highest quality of mathematics and science instruction to at-risk student populations through rigorous coursework, extensive field experiences, and innovative approaches. Noyce scholars will attend workshops and work with STEM and education faculty as they learn student-centered best practices for the mathematics and science classroom. To further develop their expertise, scholars will participate in community outreach programs. The results of Lewis University's program strategies and accompanying research findings have the potential to address a fundamental challenge facing STEM education today: the success and retention of talented mathematics and science teachers in high-need secondary schools. By researching the impact of the program's emphasis in teacher mentoring and in translating teaching theory into effective practice, Lewis' Noyce program is poised to contribute to advances in the preparation of mathematics and science teachers, help address the shortage of highly qualified STEM teachers in high-need schools, and lead to stronger mathematics and science outcomes among at-risk 6-12th grade students.Lewis University's Noyce project team will examine three research questions: (1) Does Noyce scholars' participation in a Reality-Based Learning Practicum (RBLP) influence the content and methods of their teaching towards a more student-centered, engaging STEM curriculum, (2) How can mathematics and science teacher preparation programs better define the role of the cooperating teacher, as both a clinical supervisor and a mentor, from the perspective of teacher candidates, and (3) How can programs apply the findings of this research to better prepare practicing teachers? To answer question 1, the researchers will establish a baseline of the candidates' teaching approaches in their first field experience. Following the Reality-Based Learning Practicum RBLP, focus groups will explore scholars' engagement and challenges in creating student-centered lessons, and the researchers will examine lesson plans and observation evaluation from two additional field experiences to determine the impact of the practicum. To address questions 2 and 3, the researchers will utilize (1) entrance and exit interviews from teacher candidates, (2) surveys, (3) evaluation and observation instruments, and (4) debriefing notes by mentor teachers and university supervisors of the teacher candidates. The results of this evaluation will be analyzed to gain an understanding of the impact of RBLP on instructional practice and develop a new model of mentorship that will engage teacher candidates, mentors, and university supervisors in the effective preparation of teacher candidates. The results of the research will be shared with the education and STEM communities via publications, presentations, and the project website.

借助国家科学基金会的罗伯特·诺伊斯教师奖学金计划的资助，“使用基于现实的学习实践和指导结构来增强STEM教师为高需求学校的准备工作”是招募生物学，化学，数学和物理学的本科专业的专业，并使其成为6 - 至12年级的数学或科学教师。 该项目将在五年内为36项奖学金提供资金。 在这个项目中，刘易斯大学正在与乔利埃特初级学院，米德温国家塔尔格拉斯大草原，三河制造商协会，View View公立学区U365，86区和OAK Lawn District 218的公立学区合作，该计划将配备候选人的最高质量，并配备了广泛的竞选活动，该课程将配备数学和科学的领域，并配备了Att-Inters学生，AT ATEMIST的经验，At Atemict and Sportiast，At Atemist Aptiment，Atteriast Aptermist，At Atemist Aptiment，Atteriast Astermist，方法。 Noyce学者将在学习以学生为中心的数学和科学课堂的最佳实践，并与STEM和教育教师一起参加研讨会。为了进一步发展他们的专业知识，学者将参加社区外展计划。刘易斯大学的课程策略和随附的研究结果的结果有可能应对当今STEM教育面临的基本挑战：在高需求中学中才华横溢的数学和科学教师的成功和保留。通过研究该计划在教师指导中的强调和将教学理论转化为有效实践的影响，刘易斯的Noyce计划有望为数学和科学教师的准备进步做出贡献，有助于解决高素质的STEM教师在高等教育中的缺乏，并导致了三名较强大的数学和科学学生之间的成熟学生，这是6-12年级的学生： （1）Noyce学者参与基于现实的学习实践（RBLP）会影响其教学的内容和方法朝着以学生为中心的，引人入胜的STEM课程的内容和方法，（2）数学和科学教师的准备计划如何更好地定义与临床主管和教师的研究，以便将其定义为临床主管和教师的角色，以及如何将教师的教师（3）鉴定为鉴定（3）。准备执业教师？为了回答问题1，研究人员将在他们的第一个现场经验中建立候选人教学方法的基准。遵循基于现实的学习实践RBLP，焦点小组将探索学者在创建以学生为中心的课程方面的参与和挑战，研究人员将从另外两种现场经验中研究课程计划和观察评估，以确定实践的影响。为了解决问题2和3，研究人员将利用（1）教师候选人的入学和退出访谈，（2）调查，（3）评估和观察工具，以及（4）教师候选人的导师老师和大学主管的汇报说明。将分析此评估的结果，以了解RBLP对教学实践的影响，并开发一种新的指导模型，该模型将吸引教师候选人，导师和大学主管，以有效地准备教师候选人。研究结果将通过出版物，演示和项目网站与教育和STEM社区共享。