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要，增加准备进入教学行业成为高素质数学教师的优秀 STEM 专业的数量。德克萨斯州南部的学区在吸引和留住高素质数学教师方面面临着重大挑战。 COVID-19 大流行期间辞职人数的增加加剧了这些挑战。此外，教师辞职对全国高需求、高流动性的学校造成了不成比例的影响。因此，迫切需要创造新知识，让 STEM 专业成为优秀的认证中学数学教师，以增加接触高质量数学教师的机会，并减少因 COVID-19 大流行而造成的学习损失。该项目建立在变革理论的基础上，该理论假设培养有才华的 STEM 本科专业的归属感并提高大学和职业准备水平将对当地为增加获得高质量数学教师的机会而做出的努力产生积极影响。为了进一步实现这些目标，该项目将提供正式的入职培训计划和职业准备课程，以确保所有诺伊斯学者的公平处境。德克萨斯 A&M 国际大学（89.3% 西班牙裔）的该项目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，97.0% 西班牙裔）的合作伙伴关系。该项目计划借鉴了有关归属感、教师流动、教师驻场、高影响力实践和混合现实模拟技术的现有文献。四个目标指导该项目的执行。首先是提高未来教育者社区的有效性，以培养 50 名成绩优异的 STEM 专业学生的归属感，并在 5 年内培养 37 名高素质数学教师候选人。其次是提高数学教育者预备课程的有效性，以提高成绩优异的 STEM 专业学生和 37 名高素质数学教师候选人的大学准备水平。第三，提高强化课程的有效性，以提高成绩优异的 STEM 专业学生和高素质数学教师候选人的职业准备水平。第四，也是最后一点，是收集、分析和传播数据，以评估需求、为修订提供信息、衡量支持的有效性，并重新分配资源以提高其有效性。外部评估人员将进行利益相关者访谈并分析数学教师候选人数据，以得出有关实现这些目标的进展情况的调查结果。研究人员将利用这些数据来生成有关 STEM 专业学生成为优秀认证中学数学教师的新知识。他们将利用这些知识，通过以下方式减少当地 STEM 教育差距：(1) 建设参与教育者准备学习社区的合作伙伴和伙伴关系的能力，(2) 提高就读当地高流动性校园的才华横溢的 STEM 学生的参与率，(3) 提高成果为当地数学教室的 4500 名西班牙裔学习者提供服务； (4) 促进中学、中学后和职业早期阶段的 STEM 教育和教育者发展； (5) 加强评估基础设施和数据，为高需求的西班牙裔服务学区提供有效的数学教育者准备。此轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 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，并支持经验丰富、堪称典范的 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 教师的有效性和保留率的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。