Preparing STEM Majors as Outstanding Certified Secondary Mathematics Teachers for South Texas

培养 STEM 专业的学生成为南德克萨斯州杰出的认证中学数学教师

• 批准号: 2243484
• 负责人: James O'Meara
• 金额: $ 119.95万
• 依托单位: Texas A&M International 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: 2023-03-01 至 2028-02-29
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243484&HistoricalAwards=false
• 关键词: Preparing; STEM; Majors; Outstanding; Certified

This project aims to serve the national need to increase the number of outstanding STEM Majors prepared to enter the teaching profession as high-quality mathematics teachers. School districts in South Texas face significant challenges with attracting and retaining high-quality mathematics teachers. The increase in resignations during the COVID-19 pandemic have added to these challenges. Moreover, teacher resignations disproportionately impact high-need, high turnover schools across the country. Thus, there is an immediate need to generate new knowledge for preparing STEM majors as outstanding certified secondary mathematics teachers to increase access to high-quality mathematics teachers and decrease the learning loss resulting from the COVID-19 pandemic. This project builds on a theory of change that assumes fostering belonging and elevating college and career readiness levels among talented STEM undergraduate majors will positively impact local efforts to increase access to high-quality mathematics teachers. To further these aims this project will provide a formalized induction program and career readiness course to ensure equitable situations for all Noyce Scholars. This project at Texas A&M International University (89.3% Hispanic) includes partnerships with Laredo Independent School District (LISD, 99.7% Hispanic), United Independent School District (UISD, 99.4% Hispanic), and Laredo College (LC, 97.0% Hispanic). The project plan draws on existing literature on belonging, teacher turnover, teacher residencies, High Impact Practices and Mixed Reality Simulations technologies. Four goals guide the execution of this project. First is to increase the effectiveness of the Future Educator Community for fostering belonging among 50 high-achieving STEM Majors and graduating 37 high-quality mathematics teacher candidates over 5 years. Second is to increase the effectiveness of the math educator preparation curriculum to elevate levels of college readiness among high-achieving STEM Majors and 37 high-quality mathematics teacher candidates. Third is to increase the effectiveness of the enrichment curriculum to elevate levels of career readiness among high-achieving STEM Majors and high-quality mathematics teacher candidates. Fourth, and finally, is to collect, analyze, and disseminate data to assess needs, inform revisions, gauge effectiveness of supports, and reallocate resources to increase their effectiveness. External evaluators will conduct stakeholder interviews and analyze mathematics teacher candidate data to generate findings regarding progress towards these goals. Investigators will use this data to generate new knowledge about preparing STEM Majors as outstanding certified Secondary Mathematics Teachers. They will use this knowledge to reduce local STEM education disparities by: (1) building capacity among partners and partnerships engaging in educator preparation learning communities, (2) increasing participation rates among talented STEM students attending local high turnover campuses, (3) elevating outcomes for 4500 Hispanic learners in local mathematics classrooms; (4) advancing STEM education and educator development at the secondary, post-secondary and early career levels; (5) enhancing evaluation infrastructure and data for informing effective math educator preparation for high-need Hispanic-serving school districts. 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求，以增加准备进入教学专业的杰出STEM专业人数，以高质量的数学教师。南德克萨斯州的学区在吸引和保留高质量数学教师方面面临重大挑战。在19日大流行期间辞职的增加增加了这些挑战。此外，教师辞职不成比例地影响全国高需求的高流动学校。因此，即时需要产生新知识来准备STEM专业作为出色的认证二级数学教师，以增加获得高质量数学教师的机会，并减少Covid-19-19造成的学习损失。该项目以变革理论为基础，该理论假设有才华的STEM本科专业的养育归属和提升大学的准备水平将对当地的努力产生积极影响，以增加获得高质量的数学老师的机会。为了进一步，该项目将提供正式的入职计划和职业准备课程，以确保所有Noyce学者的公平情况。该项目在德克萨斯A＆M国际大学（89.3％的西班牙裔）包括与拉雷多独立学区（LISD，99.7％西班牙裔），联合独立学区（UISD，99.4％西班牙裔）和拉雷多学院（LC，LC，97.0％的西班牙裔）的合作伙伴关系。该项目计划借鉴了有关归属，教师流动，教师居住，高影响力实践和混合现实模拟技术的现有文献。四个目标指导执行该项目。首先是提高未来教育者社区在50个高成就的STEM专业中培养属于属于的效率，并在5年内毕业37名高质量的数学教师候选人。其次是提高数学教育准备课程的有效性，以提高高成就的STEM专业和37位高质量数学教师候选人的大学准备水平。第三是提高丰富课程的有效性，以提高高成就的STEM专业和高质量数学教师候选人的职业准备水平。第四，最后是收集，分析和传播数据以评估需求，为修订，衡量支持的有效性以及重新分配资源以提高其有效性。外部评估者将进行利益相关者的访谈并分析数学教师候选数据，以产生有关朝着这些目标进展的发现。调查人员将使用这些数据来生成有关准备STEM专业作为出色认证的二级数学教师的新知识。他们将利用这些知识来减少当地的STEM教育差异：（1）合作伙伴之间的建立能力和参与教育工作者准备学习社区的伙伴关系，（2）提高参加当地高离职校园的才华横溢的STEM学生的参与率，（3）提高本地数学课堂上4500名西班牙裔学习者的提高成果； （4）在中学，博士后和早期职业水平上推进STEM教育和教育者发展； （5）增强评估基础设施和数据，以告知有效的数学教育者为高需求的西班牙裔服务区准备。这首歌1：奖学金和津贴项目得到了罗伯特·诺伊斯教师奖学金计划（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老师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的有效性和保留的研究。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估标准通过评估来支持的。