Preparing Preservice Mathematics Teachers for Success in High-Need Schools

为职前数学教师在高需求学校取得成功做好准备

• 批准号: 1660752
• 负责人: Sherri Martinie
• 金额: $ 119.31万
• 依托单位: Kansas State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2023-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660752&HistoricalAwards=false
• 关键词: Preparing; Preservice; Mathematics; Teachers; Success

With funding from the NSF Robert Noyce Teacher Scholarship Program, a team at Kansas State University (K-State), partnering with the Kansas Louis Stokes Alliance for Minority Participation project, the Professional Development School Partnership, and the Center for Rural Education and Small Schools, will recruit and prepare mathematics majors for careers in teaching middle and high school mathematics. The project will (1) disburse scholarships for juniors, seniors, and post-baccalaureate mathematics majors to pursue careers in teaching; (2) provide opportunities for freshmen and sophomores to work in informal mathematics education settings both on and off campus; (3) implement a pre-service seminar and in-service mentoring program to support the Noyce Scholars in their first two years of teaching in high-need districts, with special emphasis on rural schools; and (4) conduct research into support structures appropriate to rural school mathematics placements. A focus on districts in southwest Kansas will also enable the project to build a larger base of Hispanic mathematics majors who are licensed to teach at the middle and high school level.Project activities will include a year-long seminar focused on working with English-language learners in teaching mathematics, managing multiple mathematics teaching assignments, and integrating mathematics with other content areas. New teacher support will be provided through master teachers in each district assigned to mentor new teachers as well as an early teacher collaborative managed by the K-State College of Education Office of Innovation and Collaboration. Quantitative and qualitative methods will address questions such as: To what extent are the project's activities effective in increasing the number and diversity of mathematics majors with teacher licensure in middle and high school teaching? Which program components are most influential on scholars' career path choices and why? Findings will advance knowledge about preparing mathematics majors to teach in high-need rural school districts.

在NSF Robert Noyce教师奖学金计划的资助下，堪萨斯州立大学（K-State）的团队与堪萨斯州Louis Stokes少数民族参与项目，专业发展学校合作伙伴和小型学校中心的堪萨斯州路易斯·斯托克斯联盟（Kansas Louis Stokes）合作，将招募和准备数学专业的中学专业助学师。该项目将（1）为大三，老年人和学士后数学专业的奖学金授予奖学金，以从事教学职业； （2）为新生和大二学生提供了在校园内外的非正式数学教育环境中工作的机会； （3）实施一项职前研讨会和在职指导计划，以支持Noyce学者在高需求地区的前两年，并特别着重于农村学校； （4）对适合农村学校数学安置的支持结构进行研究。关注堪萨斯州西南地区的地区还将使该项目能够建立更大的西班牙裔数学专业大满贯，他们获得许可在中学和高中级的教学。项目活动将包括一个一年的研讨会，重点是与英语学习者在教学数学领域中与英语学习者合作，并将多个数学分配的数学领域与其他数学组合在一起，并将其整合到其他数学领域。将通过分配给指导新教师的每个地区的硕士教师以及由K-State Innerovation与合作办公室管理的早期教师合作提供的新教师支持。定量和定性方法将解决以下问题：该项目的活动在多大程度上有效地增加了中学和高中教学教师许可的数学专业的数量和多样性？哪些计划组成部分对学者的职业道路选择最有影响力，为什么？调查结果将促进有关准备数学专业的知识，以在高需求的农村学区任教。