- Year 2018
- NSF Noyce Award # 1540515
- First Name Catherine
- Last Name Klehm
- Discipline Other: Math & Science
LeighAnne Locke, Oral Roberts University, firstname.lastname@example.org; Andrew Lang, Oral Roberts University, email@example.com
LeighAnne Locke, Oral Roberts University, firstname.lastname@example.org; Ilana Silva, Oral Roberts University, email@example.com; Stefany Baltazar, Oral Roberts University, firstname.lastname@example.org
This project addresses the unique aspect of teaching high-need students in math and science by using the technique known as ‘Structured Dialogue’ to create a teacher community focused on student learning. Structured Dialogue has been shown to be an effective strategy for teachers of elementary age high-need students. This Noyce project aspires to apply those same techniques to the secondary level in math and science.
The goals for the project are to introduce and utilize the technique of Structured Dialogue during six distinct phases of the MASST (Noyce) Program. Noyce Scholars will practice Structured Dialogue techniques 1) as mentors at the Tulsa Dream Center during their Internship, 2) as teacher candidates in the ORU teacher preparation program, 3) as teaching professionals during the induction years.
The six phases of implementation start at the Internship, are carried through teacher preparation, and culminate during the induction years. Through continued practice of Structured Dialogue, Noyce Scholars create a teacher community amongst themselves to encourage and share ideas that are focused on student learning and meaningful to teaching high-need students.
The MASST (Noyce) program plans to produce secondary math and science teachers that are effective with high-need students as measured by standardized testing reflecting increased student learning. Approval was obtained from partner school districts to access students test scores from Noyce Scholar classrooms. These test scores will be used to provide evidence of the effectiveness of the Structured Dialogue technique.
The project aims to connect teaching professionals not directly involved with the MASST (Noyce) Program into the Structured Dialogue process, thus broadening the positive impact on high-need students. MASST Scholars will affect secondary math and science high-need students at partner school districts of Tulsa Public School and Broken Arrow Public Schools.