Teacher Experiences Advancing Mathematics and the Sciences

教师推动数学和科学发展的经验

• 批准号: 2147390
• 负责人: Michael Cosenza
• 金额: $ 120万
• 依托单位: California Lutheran University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2027-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2147390&HistoricalAwards=false
• 关键词: Teacher; Experiences; Advancing; Mathematics; Sciences

The project aims to serve the national need for a strong workforce of middle and high school STEM teachers who are equipped to teach STEM using evidence-based, culturally relevant instructional methods. At the national level, new teacher attrition rates are a significant problem – which is exacerbated in the STEM disciplines – and fewer than 18 percent of teachers identify as persons of color. This puts children from groups traditionally underrepresented in the STEM disciplines at a disadvantage, as research shows that exposure to same-race teachers has positive influences on academic performance and post-secondary aspirations of students. Thus, research has shown that diversity within the teaching workforce, as well as culturally relevant curricula, positively impacts K-12 students’ future academic and career success. This project aims to recruit a diverse cohort of aspiring teachers from among undergraduate students who are majoring in STEM, as well as STEM professionals who are considering teaching careers. Aspiring teachers will receive specialized training, Scholarships/Stipends, and mentoring, as well as start-up funds and support during their first year of teaching. This project at California Lutheran University includes partnerships with the Oxnard Union High School District and the Ventura Country STEM Network. Project goals include to: 1) recruit STEM undergraduates, recent STEM graduates, and career STEM professionals into the teaching profession; 2) provide robust, intensive academic and practical preparation in culturally relevant pedagogy, including age-appropriate instructional methods, to STEM students and professionals who are content/discipline experts but lack the methodologies and skills to teach a diverse community of young learners; 3) create a teacher pipeline from preparation to employment in a high-need local educational agency (school district); and 4) foster an atmosphere of inclusiveness through continuing education and networking to support and retain teachers. The project aims to produce 24 STEM teachers with mathematics and science degrees over five years. This project capitalizes on local academic and professional resources and relies on research that shows that teacher residency models nationwide have been proven to attract a higher proportion of people of color than the national average and boost success in retention. In addition to the financial support through Scholarships/Stipends, the project intends to provide specialized preparation in teaching STEM using subject-specific pedagogy, culturally relevant pedagogy, professional development, mentoring, startup funds, and networking. The project’s evaluation intends to investigate the modes of recruitment of STEM undergraduate students and STEM professionals into teaching which prove to be productive. It is also intended to examine the impact of cultural competency in pre-service training on teachers’ ability to better engage students. The impact of STEM-focused professional development/continuing education on work satisfaction will also be assessed. Results of the project are expected to provide evidence for local decision-makers on successful means by which to recruit and retain competent STEM educators for their schools. 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 effectiveness and retention 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需要使用基于循证的，具有文化相关的教学方法来教STEM的中学和高中茎教师的强大劳动力。在国家一级，新的教师属性率是一个重大问题 - 在STEM学科中加剧了这一问题，而不到18％的教师将其视为有色人种。这使得来自灾难中STEM学科中人数不足的群体的儿童在灾难中表明，对同学教师的接触对学生的学习成绩和学生的志向产生了积极影响。这是研究表明，教学劳动力中的多样性以及与文化相关的当前一致性一致，对K-12学生的未来学术和职业成功产生了积极影响。该项目旨在从主修STEM的本科生中招募多样化的有抱负的教师，以及正在考虑教学职业的STEM专业人士。有抱负的老师将在他们的第一年教学期间接受专业的培训，奖学金/津贴和心理培训以及启动资金和支持。加利福尼亚路德大学的该项目包括与Oxnard Union高中区和Ventura Country STEM Network的合作伙伴关系。项目目标包括：1）招募STEM大学生，最近的STEM毕业生和职业STEM专业人员进入教学专业人员； 2）在与文化相关的教学法（包括适合年龄的教学方法）中提供强大的，密集的学术和实践准备，以对具有内容/纪律专家的茎学生和专业人士，但缺乏教授年轻学习者的潜水者社区的方法和技能； 3）在高需求的地方教育机构（学区）中创建一条教师管道。 4）通过继续教育和网络来支持和保留教师，促进了包容性的氛围。该项目旨在在五年内生产24位具有数学和科学学位的STEM教师。该项目利用本地学院和专业资源，并依赖于研究表明，在全国范围内的教师居住模式被证明可以吸引比全国平均水平的更高比例的有色人种，并提高了保留率的成功。除了通过奖学金/津贴提供财务支持外，该项目还打算使用特定于主题的教学法，文化相关的教学法，专业发展，心理，启动资金和网络来提供专门的教学准备工作。该项目的评估旨在调查招聘STEM本科生和STEM专业人员的教学方式，这些模式被证明具有生产力。它还旨在检查文化能力在职前培训中对教师更好地吸引学生的能力的影响。还将评估针对STEM的专业发展/继续教育对工作满意度的影响。预计该项目的结果将为当地决策者提供有关成功招募和保留其学校合格的STEM教育者的成功手段的证据。 Robert Noyce教师奖学金计划（NOYCE）支持该赛道1奖学金和津贴项目。 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。它还支持对高需求学区K-12 STEM教师的有效性和保留的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估值得支持。