Strengthening the Mathematics and Science Teacher Pathways in the Post-Pandemic Environment

加强大流行后环境中的数学和科学教师的途径

• 批准号: 2344918
• 负责人: Carlo Lancellotti
• 金额: $ 101.23万
• 依托单位: CUNY College of Staten Island
• 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: 2024-07-01 至 2029-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2344918&HistoricalAwards=false
• 关键词: Strengthening; Mathematics; Science; Teacher; Pathways

This project aims to serve the national need of high-quality STEM teachers in urban high-need school districts, a challenge that has been intensified by the widespread impact of the COVID-19 pandemic. Amid the post-pandemic era, teacher preparation programs have been demonstrating resilience in adapting to this challenge with a focus on addressing enrollment fluctuations and bridging prospective teachers’ knowledge in key areas. This project aims to strengthen the mathematics and science teacher pathways by attracting, training, and keeping talented STEM majors within the teaching profession, especially for high-need school districts. The investigators will actively expand partnerships to attract STEM majors with a genuine passion for teaching and provide streamlined professional development opportunities during both their teacher preparation program and the first year of teaching. Through these initiatives, the project will focus on empowering prospective teachers to meet the specific needs of urban schools and reinforcing their commitment to pursue careers in teaching. As a result, this project has the potential to increase the number of well-equipped STEM in high-need middle schools and high schools within the New York City public school system.This project at the College of Staten Island includes partnerships with the Kingsborough Community College and the New York City Public Schools on Staten Island and Brooklyn. Project goals include: 1) expand recruitment by building bridge programs with community colleges within the City University of New York to include students from a wider geographical area, such as Brooklyn; 2) refine enrichment activities to engage prospective teachers in reflective practices; and 3) build a teacher induction program for newly graduated teachers. This project will fund 30 high-achieving undergraduate students to complete a Bachelor of Science in biology, chemistry, earth sciences, mathematics, or physics and obtain a New York State initial teaching certification. The anticipated products of the project include a refined model for preparing talented STEM majors to teach in high-need schools, a set of enrichment activities that support the growth of prospective teachers to become reflective educators, and an induction program focused on facilitating a seamless transition from prospective teacher preparation to successful in-service teaching. To assess the effectiveness of the project, a longitudinal design will be implemented, which involves utilizing surveys, observations, interviews, and education records to monitor, document, and evaluate the project’s development and outcome. These data will also inform the design of preservice coursework for secondary education programs for mathematics and science majors. The results will be broadly disseminated through various channels, including the project website, scholarly journal articles, and presentations at regional and national conferences. 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.

该项目旨在为城市高需求的学区的教师提供服务，而在大流行时代，教师准备计划一直在调整lesilieng，以适应重点在关键领域。在教师课程和教学的第一年中，该项目将着重于授权教师满足城市学校的特殊需求，并因此增强了Torsueers的教学。高级中学和高高的高高学校的茎数量。布鲁克林（Brooklyn）与纽约市的社区大学一起，包括来自更广泛的地理位置的学生，例如布鲁克林（Brooklyn）；该项目将资助30个高成就的大学生，以完成生物学，地球或物理学的理学学士学位，并获得纽约州的初始教学认证。在高需求的学校中，教学，支持潜在教师的成长，以成为反思性的TOR，以及一项针对设施从潜在的教师预备到成功的服务内部教学的指示计划。监视，评估和评估这些数据。 Noyce计划的支持者，本科生和专业人士成为有效的K-12词干，并经验丰富，典范的K-12老师成为高需求的STEM老师。 - 需要学区。该奖项反映了NSF'SFLEF的使命，并通过使用Toundation的知识分子优点和更广泛的影响审查标准来评估您的支持。