Investigating how Opportunities to Learn Culturally Responsive Teaching Influence Beginning Elementary Mathematics Teachers’ Effectiveness and Retention

调查文化响应式教学的学习机会如何影响初级数学教师的有效性和保留率

• 批准号: 2243168
• 负责人: Leigh McLean
• 金额: $ 99.84万
• 依托单位: University of Delaware
• 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: 2023-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243168&HistoricalAwards=false
• 关键词: Investigating; how; Opportunities; Learn; Culturally

This project aims to serve the national need for preparing and retaining an effective elementary school STEM teaching workforce. The project addresses the need for elementary school teachers to be prepared to provide culturally responsive mathematics instruction to diverse populations of students in high-need schools. Culturally relevant approaches have been shown to support students’ mathematics learning. However, teacher education programs vary in how pre-service teachers are prepared to use culturally relevant instruction. Also, little is known about how beginning teachers apply these teaching approaches in mathematics teaching in elementary school classrooms. This project will explore how teacher education programs differ in their approaches to preparing elementary school teachers for culturally relevant mathematics teaching. The project will also investigate how teachers’ use of culturally relevant instruction influences their instructional effectiveness, student mathematics learning, and teacher retention in the profession. This research has the important potential to identify elements of teacher preparation that support beginning elementary school teachers in becoming effective, inclusive mathematics teachers who are retained in the field. Results could be broadly relevant for teacher education programs across the nation. This project at the University of Delaware includes partnerships with seven teacher preparation programs across the states of Delaware, Pennsylvania, North Carolina, and Arizona. The overarching project goal is to provide education policymakers and teacher education program leaders evidence about effective integration of culturally relevant instructional practices in pre-service teacher preparation programs and how preparation experiences translate into classroom practices used to teach mathematics in high-need elementary schools. The experienced research team aims to conduct a longitudinal, mixed-method research design that will, over three years, investigate a sample of 200 elementary school teachers. Teachers will include those working in minority-serving schools and prepared at minority-serving institutions. Investigations will span teachers' experiences during their final year of teacher preparation through their first two years of teaching. The research team will collect evidence about participating teachers’ opportunities to learn culturally relevant teaching and their attitudes towards culturally relevant teaching over time. Additionally, the research will collect classroom observation evidence to explore how teachers apply culturally relevant teaching practices in the context of their mathematics teaching, as well as access data on elementary school students’ mathematics learning outcomes. The research will use structural equation modelling to explore key mediating and moderating factors to understand how teacher education experiences influence beginning teachers’ effectiveness and retention. Further, the research will benefit from input and evaluation by an advisory board that includes experts in culturally relevant teaching, mathematics teaching and learning, and quantitative research methods. Findings will be disseminated to education policymakers and stakeholders, and program leaders overseeing teacher preparation through policy briefs, publications in practitioner-oriented outlets, and presentations at professional gatherings of teachers and preparation program leaders. This Track 4: Noyce Research 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准备和保留有效的小学STEM教学劳动力的需求。该项目涉及需要小学教师准备向高需求学校的学生种群提供文化响应式数学指示的需求。已经证明了与文化相关的方法支持学生的数学学习。但是，教师教育计划在职前教师如何准备使用与文化相关的说明方面有所不同。同样，对于初学者如何在小学教室中的数学教学中应用这些教学方法知之甚少。该项目将探讨教师教育计划在为小学教师准备文化相关的数学教学方面的方法方面有何不同。该项目还将调查教师对文化相关的教学的使用如何影响他们的教学效率，学生数学学习和教师在专业中的保留。这项研究具有确定教师准备的要素的重要潜力，这些要素支持开学的小学教师成为保留在该领域的有效，包容性数学老师。结果可能与全国各地的教师教育计划大致相关。特拉华大学的该项目包括在特拉华州，宾夕法尼亚州，北卡罗来纳州和亚利桑那州的七个教师准备计划的合作伙伴关系。总体项目的目标是为教育决策者和教师教育计划领导者提供证据，证明有效地整合了与文化相关的教学实践中的教师准备计划中，以及如何将准备经验转化为用于教授高需求小学数学的课堂实践。经验丰富的研究团队旨在进行纵向，混合方法研究设计，该设计将在三年中调查200名小学教师的样本。教师将包括那些在少数派服务学校工作的人，并在少数派服务机构中准备。调查将涵盖教师在教师准备的最后一年中的经验，到他们的前两年。研究团队将收集有关教师学习与文化相关的教学机会及其与会者进行文化相关教学的机会的证据。此外，该研究将收集课堂观察证据，以探讨教师如何在其数学教学的背景下运用与文化相关的教学实践，并访问有关小学生数学学习成果的数据。该研究将使用结构方程建模来探索关键的中介和调节因素，以了解教师教育经历如何影响开始教师的有效性和保留率。此外，这项研究将受益于顾问委员会的投入和评估，该咨询委员会包括文化相关教学，数学教学和定量研究方法的专家。调查结果将传播给教育决策者和利益相关者，并通过政策摘要，以从业者为导向的渠道的出版物以及在教师的专业聚会和准备计划领导者的演讲中监督教师准备的计划领导者。该曲目4：Noyce研究项目得到了Robert Noyce教师奖学金计划（NOYCE）的支持。 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教师，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审查标准来评估被认为是宝贵的支持。