A Robert Noyce Spatial Thinking Academy for Preparing Effective K-12 STEM Teachers

罗伯特·诺伊斯空间思维学院致力于培养高效的 K-12 STEM 教师

• 批准号: 2050483
• 负责人: Daniel Ness
• 金额: $ 120万
• 依托单位: Saint John's University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050483&HistoricalAwards=false
• 关键词: Robert; Noyce; Spatial; Thinking; Academy

This project aims to serve the national need for a greater number of highly qualified STEM teachers. To do so, it will create the Robert Noyce Spatial Thinking Academy, which will be designed to motivate talented STEM students and professionals to become successful STEM teachers in high-need public schools. In the process of moving to certification, the future teachers will improve their spatial thinking knowledge and skills. In addition, they will learn to use spatial thinking as an approach to improve their students' STEM learning. The project will provide two pathways to New York State Teacher Certification: Pathway 1 for recent STEM graduates and Pathway 2 for STEM workforce professionals. Three combined cohorts of Pathway 1 and Pathway 2 students will receive scholarships or stipends. Through the Spatial Thinking Academy, the project will: (1) train and retain talented individuals from culturally diverse backgrounds in STEM education; (2) increase future teachers' understanding of the context in which STEM learning occurs in both informal and formal settings; and (3) increase the capacity of highly qualified STEM educators to advance learning of STEM concepts by reinforcing them with spatial thinking skills.This project at Saint John's University includes partnerships with New York City metropolitan area high-three need school districts (Yonkers, New York School District and School District 31 in Staten Island). The goal of the project will be to recruit, support, and retain talented STEM graduates who will pursue a career as a biology, chemistry, physics, environmental science, or mathematics teacher in high-need public schools. In doing so, the Spatial Thinking Academy will support 36 talented STEM graduates to serve in these schools and will provide two pathways leading to New York State Teacher Initial Certification. Pathway 1 is designed for 24 recent Saint John's graduates with STEM majors. Pathway 2 is designed for 12 STEM professionals seeking initial teaching certification as career changers. Both Pathway 1 and 2 future teachers will enroll in a one-year master's degree in education and will receive scholarships or stipends for that year. Through a longitudinal mixed methods research approach, the project investigators will: (a) design, test, and verify a STEM teaching residency model intended to be sustainable and adaptable at other universities; (b) test and verify institutional policies and best practices to increase the number of STEM majors from culturally diverse communities who pursue careers in teaching; (c) review, modify, and implement institutional strategies that provide a career pathway for STEM majors to pursue careers as STEM educators; (d) design, test, verify, and validate curricula that recognize the importance of spatial thinking as a 21st-century STEM educational, professional, and career-readiness skill; and (e) design, test, and validate a model for ongoing professional development and instructional coaching for STEM teachers. Testing and validation will be conducted by tracking scholars prior to participation, during the program period, and for one year following employment in the partner school districts. The study will explore not only future teachers' abilities to connect spatial skills and STEM subjects, but also their ability to teach STEM topics from the perspective of spatial thinking. The results of this work may have far-reaching implications for connecting spatial cognition research with STEM teaching practice throughout the country. This Track 1—Scholarships and Stipends—project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在满足国家对更多高素质的STEM教师的需求。为此，它将创建罗伯特·诺伊斯（Robert Noyce）的空间思维学院，该学院将旨在激励才华横溢的STEM学生和专业人士成为高需求的公立学校中成功的STEM老师。在转向认证的过程中，未来的教师将提高他们的空间思维知识和技能。此外，他们将学会使用空间思维作为改善学生STEM学习的一种方法。该项目将为纽约州教师认证提供两种途径：近期STEM毕业生的途径1和STEM劳动力专业人员的Pathway 2。三个组合的途径1和途径2学生将获得奖学金或压力。通过空间思维学院，该项目将：（1）培训和保留来自STEM教育文化多样背景的才华横溢的人； （2）提高未来教师对在非正式和正式环境中STEM学习发生的环境的理解； （3）通过通过空间思维技能加强了高素质的STEM教育者来提高STEM概念的能力。圣约翰大学的该项目包括与纽约市大都会地区高三需要的学区（Yonkers，纽约学区，纽约学区和Staten岛的学区）的合作伙伴。该项目的目标是招募，支持和保留有才华的STEM毕业生，他们将在高需求的公立学校中从事生物学，化学，物理，环境科学或数学老师的职业。这样一来，空间思维学院将支持36位才华横溢的STEM毕业生在这些学校任职。并将提供两种导致纽约州教师初步认证的途径。 Pathway 1是为24位STEM专业的24位圣约翰毕业生设计的。 Pathway 2专为12名STEM专业人员而设计，寻求最初的教学认证作为职业变化。 Pathway 1和2未来的教师都将入学一年的教育硕士学位，并将获得当年的奖学金或压力。通过纵向混合方法研究方法，项目研究人员将：（a）设计，测试和验证旨在在其他大学中具有可持续性和适应性的STEM教学居住模型； （b）测试和验证机构政策和最佳实践，以增加追随教学的文化多元化社区的STEM专业人数； （c）审查，修改和实施机构策略，为STEM专业的职业生涯提供职业途径，以从事STEM教育者的职业； （d）设计，测试，验证和验证课程，即认为空间思维是21世纪的STEM教育，专业和职业准备技能的重要性； （e）设计，测试和验证用于持续的专业发展和STEM教师教学教练的模型。测试和验证将通过在参与期间，课程期间以及在合作伙伴学区就业后的一年来进行测试和验证。这项研究不仅将探讨未来教师连接空间技能和STEM学科的能力，还将探讨他们从空间思维的角度讲授STEM主题的能力。这项工作的结果可能对将空间认知研究与全国的STEM教学实践联系起来可能具有深远的影响。这条曲目1（智能职位和津贴）通过罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）支持了项目。 NOYCE计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12老师，成为高需求学区的STEM大师教师。它还支持有关高需求学区K-12 STEM教师的持久性，保留和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的知识分子优点和更广泛的审查标准评估来诚实地获得支持。