Preparing and Retaining Secondary Mathematics Teachers Who Implement Diversity and Equity Practices in High-Need Schools

培养和留住在高需求学校实施多元化和公平实践的中学数学教师

• 批准号: 2151091
• 负责人: Jane Wilburne
• 金额: $ 120万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-02-15 至 2027-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151091&HistoricalAwards=false
• 关键词: Preparing; Retaining; Secondary; Mathematics; Teachers

This project aims to serve the national need of recruiting, preparing, and retaining a robust and diverse workforce of secondary mathematics teachers who implement culturally responsive mathematics instruction in high-need schools. The project directly addresses the documented nationwide shortage of secondary mathematics teachers and the high faculty attrition experienced by schools serving high-need communities. It seeks to build a teacher education program that will prepare prospective teachers to teach secondary mathematics using innovative teaching approaches that combine mathematical modeling, emerging technologies, and culturally responsive practices. The project involves hands-on coursework and rich field experiences in secondary classrooms at partner schools. These experiences have the potential to build preservice teachers’ skills in teaching mathematics and in meaningfully incorporating students’ cultural backgrounds and home languages in school learning. A comprehensive induction support system will include mathematics coaches who will provide instructional and social-emotional support to the secondary mathematics teachers to promote their retention in high-need schools upon completion of the project. Project outcomes include the certification of secondary mathematics teachers who will be supported into careers in high-need schools, and the establishment of a vigorous teacher education program that will continue to fill documented workforce shortages even after the conclusion of funding. This project at Penn State Harrisburg (PSH) includes partnerships with Harrisburg, Central Dauphin, Middletown Area, Steelton-Highspire, and Susquehanna Township School Districts. Project goals include enhancing the current teacher certification program and increasing the number of certified secondary mathematics teachers who will be well prepared to make a positive difference in secondary students’ learning of mathematics through long-term careers in high-need classrooms. The project is particularly focused on recruiting 16 racially and ethnically diverse prospective teachers (scholars) over five years who are undergraduate mathematics majors or post-baccalaureate candidates who have an undergraduate degree in mathematics or other STEM disciplines. Additional project outcomes include a positive impact on the scholars’ self-efficacy beliefs towards culturally responsive mathematics teaching and their capacity to select, design, and implement mathematical-modeling activities in high-need classrooms. The project builds on research that demonstrates that planning for diversity can promote higher student engagement and performance. The project’s broader impacts include preparing secondary mathematics teachers who can develop mathematical-modeling activities that leverage students’ cultural and linguistic capitals, along with emerging technologies, to support students’ active engagement in and learning of mathematics. The innovative mathematics curriculum that results from the project will be shared through a project website, the university scholarly repository, professional-development offerings, publications, and presentations at state and national mathematics education conferences. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce 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 schools. 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招募、准备和留住一支强大且多元化的中学数学教师队伍的需求，这些教师在高需求学校实施文化响应式数学教学。该项目直接解决了全国范围内中学数学教师短缺的问题。该项目旨在建立一个教师教育计划，为未来的教师提供结合数学建模、新兴技术和文化响应实践的创新教学方法来教授中学数学。 -中学课程作业和丰富的现场经验这些经验有可能培养职前教师在数学教学方面的技能，并将学生的文化背景和家庭语言有意义地融入学校学习中。全面的入职支持系统将包括数学教练，他们将提供教学和指导。为中学数学教师提供社会情感支持，以促进他们在项目完成后留在高需求学校。 项目成果包括对中学数学教师进行认证，支持他们进入高需求学校的职业生涯，以及建立一个强有力的教师教育计划将继续填补有记录的劳动力宾夕法尼亚州立大学哈里斯堡分校 (PSH) 的该项目包括与哈里斯堡、中央多芬、米德尔敦地区、斯蒂尔顿-海斯皮尔和萨斯奎哈纳镇学区的合作。项目目标包括加强当前的教师认证计划并增加教师认证计划。一定数量的经过认证的中学数学教师，他们将做好充分准备，通过在高需求课堂上的长期职业生涯，对中学生的数学学习产生积极的影响。该项目特别注重招募 16 名来自不同种族和民族的未来教师。五年以上数学专业本科生或拥有数学或其他 STEM 学科本科学位的本科生教师（学者） 其他项目成果包括对学者对文化响应式数学教学的自我效能信念产生积极影响。该项目建立在研究的基础上，该研究表明，多样性规划可以提高学生的参与度和表现。该项目的更广泛影响包括培养能够发展的中学数学教师。利用学生的文化和语言资本以及新兴技术来支持学生积极参与和学习数学的数学建模活动，该项目产生的创新数学课程将通过大学学术网站共享。该轨道 1：奖学金和津贴项目通过罗伯特·诺伊斯奖学金计划 (Noyce) 支持才华横溢的 STEM 本科专业和学生。专业人士成为高效的 K-12 STEM 教师，经验丰富、堪称典范的 K-12 教师成为高需求学校的 STEM 大师级教师。 它还支持对高需求学校的 K-12 STEM 教师的持久性、保留性和有效性进行研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。