Preparing Engaged STEM Teachers through Multi-level Peer Mentoring and Early Teaching Experiences

通过多层次的同伴指导和早期教学经验培养敬业的 STEM 教师

• 批准号: 2243458
• 负责人: Eleanor Close
• 金额: $ 120万
• 依托单位: Texas State University - San Marcos
• 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: 2023-06-15 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243458&HistoricalAwards=false
• 关键词: Preparing; Engaged; STEM; Teachers; through

This project aims to serve the national need for preparing diverse, high-quality STEM teachers with deep content knowledge who are responsive to needs of students. The project will provide scholarship support to STEM majors who seek teacher certification, with recruitment focused principally on physics, chemistry, and mathematics majors. Scholars will participate in field-based teacher preparation collaboratively delivered by STEM and Education faculty. Project faculty will conduct monthly full-day Saturday workshops to enhance Scholars’ teaching-focused content knowledge and content-specific pedagogical skills. This project will also partially support the operation of a Learning Assistant (LA) Program. In addition to providing compelling early teaching experiences for undergraduates, the LA Program introduces students to research in STEM education through an LA teaching methods course, including investigation of issues of equity and identity in STEM. Project staff will use strong partnerships with area school districts to facilitate certified Scholars’ employment in high-needs schools and will provide two years of induction through a Vertical Peer Mentoring Network. Project personnel will engage in a research and evaluation agenda that will contribute to the knowledge base about STEM teacher preparation. This project at Texas State University includes partnerships with the Hutto, Leander, and Lockhart Independent School Districts. Project goals include the preparation of 20 to 30 STEM teachers over the five-year life of the project; recruiting primarily physics, chemistry, and mathematics majors; and supporting Scholars through both undergraduate and post-baccalaureate pathways into teaching. The LA Program design is informed by Communities of Practice theory and its relationship to identity formation, with a primary goal of the program being to support students’ development of STEM identity. Vertical Peer Mentoring employs all three elements of Vygotsky’s theory: social interaction, the concept of the "more knowledgeable other," and the educational psychology concept of the zone of proximal development. The research and evaluation plans bring together the quantitative power of the Texas Education Research Center longitudinal data lake with its national vantage on STEM teacher preparation, to answer questions about teacher preparation quality, the impact of mentoring, and influences on teacher career choice and teaching practices. 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 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培养多样化、高素质的 STEM 教师的需求，这些教师具有深厚的内容知识，能够满足学生的需求。该项目将为寻求教师认证的 STEM 专业提供奖学金支持，招聘主要集中在物理、化学和数学专业的学者将参加由 STEM 和教育学院合作提供的实地教师培训，项目教师将每月举办一次全天的周六研讨会，以提高学者们以教学为中心的内容知识和特定内容的教学技能。项目还将部分支持学习助理 (LA) 项目的运作 除了为本科生提供引人注目的早期教学体验外，LA 项目还通过 LA 教学方法课程向学生介绍 STEM 教育研究，包括对 STEM 中的公平和身份问题的调查。项目工作人员将利用与地区学区的强有力的合作伙伴关系，促进获得认证的学者在高需求学校的就业，并将通过垂直同伴指导网络提供两年的入职培训，项目人员将参与一项研究和评估议程，这将有助于。 STEM教师的知识库德克萨斯州立大学的该项目包括与 Hutto、Leander 和 Lockhart 独立学区的合作。项目目标包括在项目的五年内培养 20 至 30 名 STEM 教师；洛杉矶项目的设计以实践社区理论及其与身份形成的关系为基础，其主要目标是支持学生的 STEM 发展。纵向同伴指导采用了维果茨基理论的所有三个要素：社会互动、“知识渊博的他人”的概念以及最近发展区的教育心理学概念。研究和评估计划汇集了数量的力量。德克萨斯教育研究中心纵向数据湖以其在 STEM 教师准备方面的全国优势，回答有关教师准备质量、指导的影响以及对教师职业选择和教学实践的影响的问题。本轨道 1：奖学金和津贴项目。获得罗伯特·诺伊斯教师奖学金计划 (Noyce) 的支持 诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，以及经验丰富、模范的 K-12 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的持久性、保留性和有效性的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和能力进行评估，被认为值得支持。更广泛的影响审查标准。