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.

该项目旨在满足城市高需求学区对高素质 STEM 教师的全国需求，这一挑战因 COVID-19 大流行的广泛影响而加剧。该项目旨在通过吸引、培训和留住 STEM 专业人才来加强数学和科学教师的发展道路。职业,尤其是调查人员将积极扩大合作伙伴关系，吸引对教学充满热情的 STEM 专业学生，并在教师培训计划和教学第一年提供简化的专业发展机会。旨在增强未来教师的能力，满足城市学校的具体需求，并加强他们从事教学职业的承诺。因此，该项目有可能增加高需求初中和高中中装备精良的 STEM 数量。纽约市公立学校史坦顿岛学院的这个项目包括与金斯伯勒社区学院以及史坦顿岛和布鲁克林的纽约市公立学校的合作项目目标包括：1）通过与纽约市立大学内的社区学院建立桥梁项目来扩大招生。纽约将包括来自布鲁克林等更广泛地理区域的学生；2）完善丰富活动，让未来的教师参与反思实践；3）为新毕业教师建立教师入职计划，该项目将为 30 名成绩优异的本科生提供资助。学生完成学士学位生物学、化学、地球科学、数学或物理学方面的科学，并获得纽约州初始教学认证 该项目的预期产品包括为有才华的 STEM 专业人士准备在高需求学校任教的完善模型，以及一套丰富的课程。支持未来教师成长为反思性教育者的活动，以及专注于促进从未来教师准备到成功在职教学无缝过渡的入职计划。 为了评估该项目的有效性，将实施纵向设计。涉及利用调查、观察、访谈和教育记录来监测、记录和评估项目的发展和成果。这些数据还将为数学和科学专业的中学教育项目的职前课程设计提供信息。研究结果将通过各种渠道广泛传播，包括项目网站、学术期刊文章。以及在地区和国家会议上的演讲。该轨道 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发挥作用。 K-12 STEM 教师和经验丰富、堪称典范的 K-12 教师将成为高需求学区的 STEM 大师级教师。该奖项还支持对高需求学区 K-12 STEM 教师的有效性和保留率进行研究。该奖项由 NSF 颁发。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。