Developing Teacher Leaders' Capacity to Promote Equitable Teaching and Learning in Secondary Science Classrooms

培养教师领导者促进中学科学课堂教学公平的能力

• 批准号: 2343911
• 负责人: Gillian Roehrig
• 金额: $ 299.22万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-05-01 至 2029-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2343911&HistoricalAwards=false
• 关键词: Developing; Teacher; Leaders; Capacity; Promote

The project aims to serve the national need of developing science teacher leaders in high-need middle and high schools. Specifically, the project will support 18 science teacher leaders in the diverse Saint Paul Public Schools district to improve access to high quality science education for all students. Teacher leaders will engage in professional learning to support student learning by exploring culturally meaningful phenomena and real-world problems. Ultimately, the project aims to improve science education in Saint Paul Public Schools as teachers implement new equitable teaching strategies in their classrooms. In addition, the project will disseminate learning about equitable science teaching to teachers throughout Minnesota. Through this work, students will receive high quality science instruction to better prepare them for the future.This project at the University of Minnesota includes partnerships with Saint Paul Public Schools, BSCS Science Learning, University of Colorado-Boulder, and Hamline University. The project is grounded in a five-dimensional (5D) vision for science learning that makes explicit student interest and identity as co-equal dimensions with disciplinary core ideas, science and engineering practices, and cross cutting concepts for supporting meaningful and equitable learning opportunities for all students. Project goals include (i) recruiting 18 secondary science teachers to become teacher leaders, (ii) developing and supporting teacher leaders’ capacity to enhance student learning through NGSS-aligned, phenomena-based instruction, (iii) developing teacher leaders' capacity to provide statewide leadership, (iv) developing an online platform to disseminate project artifacts, aligned with the 5D approach, and (v) developing of a state-wide science network. Qualitative research designs are used to address the following research questions: (i) How do teacher leaders apply their learning to design meaningful 5D learning and assessment opportunities for students? (ii) How do teacher leaders mobilize the 5D vision, tools, and processes to identify and address problems of practice? (iii) How do teacher leaders incorporate their professional learning into their work with other science teachers? (iv) To what extent are teacher leaders able to impact other teachers’ learning and science teaching? The project intends to establish a model for how to use phenomena-based learning in ways that engage student interest and support students’ identity development as knowers, doers, and users of science. This Track 3: Master Teaching Fellowships 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对高需求初中和高中科学教师领导者的培养需求，具体而言，该项目将为圣保罗公立学区的 18 名科学教师领导者提供支持，以改善所有人获得高质量科学教育的机会。教师领导者将通过探索具有文化意义的现象和现实问题来参与专业学习，以支持学生的学习，最终，该项目旨在通过教师在课堂上实施新的公平教学策略来改善圣保罗公立学校的科学教育。此外，该项目将传播学习成果通过这项工作，学生将获得高质量的科学教学，为明尼苏达州的教师更好地为未来做好准备。明尼苏达大学的这个项目包括与圣保罗公立学校、BSCS Science Learning、科罗拉多大学的合作伙伴关系。 -博尔德和哈姆林大学该项目以科学学习的五维（5D）愿景为基础，使明确的学生兴趣和身份与学科核心思想、科学和工程实践以及交叉概念同等重要。支持所有人获得有意义且公平的学习机会项目目标包括 (i) 招募 18 名中学科学教师担任教师领导者，(ii) 发展和支持教师领导者的能力，通过符合 NGSS 的基于现象的教学来增强学生的学习，(iii) 发展教师领导者的能力提供联邦领导，(iv) 开发一个与 5D 方法相一致的在线平台来传播项目成果，以及 (v) 开发全州范围的科学网络 定性研究设计用于解决以下研究问题：(i) ) 教师领导如何(ii) 教师领导者如何运用 5D 愿景、工具和流程来识别和解决实践问题？ (iii) 教师领导者如何将他们的专业学习融入其中？他们与其他科学教师的合作？ (iv) 教师领导者能够在多大程度上影响其他教师的学习和科学教学？该项目旨在建立一个模型，以吸引学生的兴趣和支持。学生作为认知者、行动者和使用者的身份发展该轨道 3：硕士教学奖学金项目由罗伯特·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 教师和经验丰富、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，并被认为是值得的。通过使用基金会的智力优势和更广泛的影响审查标准进行评估来提供支持。