Building a Community of Mathematics and Science Teachers through the Application of Social Cognitive Career Theory

应用社会认知职业理论构建数理教师共同体

• 批准号: 2243510
• 负责人: Camille Burnett
• 金额: $ 120万
• 依托单位: Prairie View A & M 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: 2023-07-15 至 2028-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243510&HistoricalAwards=false
• 关键词: Building; Community; Mathematics; Science; Teachers

This project aims to serve the national need for preparing highly effective secondary mathematics and science teachers who identify as members of racial and ethnic populations that are underrepresented in STEM disciplines relative to their numbers in the general population. Research shows that racially and ethnically diverse students do better academically, socially, and emotionally with teachers who are similarly diverse. This project aims to address the shortage of such teachers. The project will offer a bridge-to-teaching program during the recruitment phase, learning communities during the preparation phase, and a community of practice during the induction/support phase. Led by a team of investigators at Prairie View A&M University (PVU) this project features partnerships with the Houston Independent School District (ISD), Royal ISD, Sheldon ISD, and Spring ISD. The five-year project goal is to prepare 24 racially and ethnically diverse students to be mathematics and science teachers. These undergraduate students will earn their teacher certification through the PVU Teach Program while completing an undergraduate degree in their STEM discipline. Project activities are motivated by social cognitive career theory and will focus on building a community of racially and ethnically diverse mathematics and science teachers as Noyce Scholars. Three objectives will guide the execution of the project. First is to recruit students from early college high schools and from within the PVU mathematics and science departments to participate in a bridge-to-teaching program. Second is prepare these prospective teachers through the UTeach model in learning communities. Third, and finally, is to support the newly certified teachers during their first year of teaching through a community of practice. The project results will potentially advance knowledge and understanding of research- and evidence-based STEM teacher recruitment, preparation, and retention strategies focused on building community in terms of students’ self-efficacy, STEM identity, and interest in STEM teaching. The project also has the potential to positively impact society by increasing the number of highly effective racially and ethnically diverse secondary mathematics and science teachers who possess the cultural competence, pedagogical knowledge, and disposition to be successful in high-need school districts. Project evaluation will focus on describing and assessing the overall quality of implementation and outcomes from a case study perspective. The dissemination plan using traditional and non-traditional outlets will communicate and amplify the project’s intellectual merit and broader impacts. 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的需求，以准备高效的二级数学和科学教师，这些数学和科学教师被认为是种族和民族人口的成员，而这些种族和民族人口中的人数不足，而STEM学科的人数则相对于一般人数的人数。研究表明，与同样多样化的老师在学术，社会和情感上的大致和种族多样化的学生在学术，社会和情感上做得更好。该项目旨在解决此类老师的短缺。该项目将在招聘阶段提供一项桥梁到教学计划，在准备阶段的学习社区以及在引言/支持阶段的实践社区。由Prairie View A＆M大学（PVU）的调查人员团队领导，该项目与休斯顿独立学区（ISD），Royal ISD，Sheldon ISD和Spring ISD建立了合作伙伴关系。五年的项目目标是为24个种族和种族多样化的学生准备数学和科学老师。这些本科生将通过PVU教学计划获得教师认证，同时完成其STEM学科的本科学位。项目活动是由社会认知职业理论激励的，将专注于建立一个大致和种族多样化的数学和科学教师的社区，成为Noyce学者。三个目标将指导该项目的执行。首先是招募来自早期高中和PVU数学和科学部门的学生，以参加一项桥梁教学计划。其次是通过学习社区的UTEACH模型准备了这些潜在教师。第三，最后是通过一个实践社区的第一年教学期间新认证的教师。该项目的结果将有可能提高对研究和循证的STEM教师招聘，准备和保留策略的知识和理解，这些策略着重于建立学生的自我效能，STEM身份和对STEM教学的兴趣。该项目还有可能通过增加具有文化能力，教学知识和性格在高需求学区成功的高效和种族多样化的二级数学和科学教师的高度有效和多样化的二级数学和科学教师的潜力。项目评估将重点从案例研究的角度描述和评估实施和结果的总体质量。使用传统和非传统渠道的传播计划将传达和放大项目的智力优点和更广泛的影响。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本科专业人士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。