Sustaining and Evaluating STEM Teacher Quality and Retention at Cal Teach Berkeley

维持和评估加州伯克利分校 STEM 教师的质量和保留率

• 批准号: 1540826
• 负责人: Deborah Nolan
• 金额: $ 79.99万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540826&HistoricalAwards=false
• 关键词: Sustaining; Evaluating; STEM; Teacher; Quality

Through funding from the Robert Noyce Scholarship Program, this Track 1 Phase 2 project will address the established and growing national need to increase the quality, quantity, and diversity of the K-12 teaching workforce in science, technology, engineering, and mathematics (STEM). The University of California-Berkeley (UC Berkeley) program will: (1) build on its current and expanding Cal Teach program which supports undergraduate students as they pursue their STEM disciplinary degrees along with credentials in teaching mathematics and science, particularly in urban schools; (2) leverage a new collaboration with the University of California-Merced (UC Merced) to offer education courses and activities for STEM undergraduates at both campuses and a secondary teaching credential in mathematics or science at UC Berkeley; and (3) enhance the overall efforts and activities through strong extant partnerships with local school districts (Berkeley, Oakland Unified, and Merced City) and with local research and outreach institutions (e.g., Lawrence Hall of Science and the Chabot Space and Science Center). The project will support a total of more than one-hundred (100) students by providing (a) internships to twelve (12) lower division undergraduate students per year to engage these students in research, professional development, and interactions with outreach partners, and (b) scholarships to nine (9) upper division students per year who are participants in the Cal Teach program. These scholarship awards will be highly visible within the STEM disciplines at UC Berkeley and UC Merced, and will be identified as awards which reflect student accomplishment and success. This Noyce Phase 2 project will be an integrated program, with early and frequent field placements, allowing aspiring teachers to develop both deep subject matter understanding and exemplary pedagogical skills as they engage in both theory and practice. To accomplish this, the project will engage faculty from the STEM content areas as well as from the Graduate School of Education at UC Berkeley through an interdisciplinary approach to teacher preparation that has been shown to be critical in the context of training mathematics and science teachers for urban schools. In the process of project implementation, the project team will investigate the following questions: (i) What are the key activities which generate successful recruiting and retention of STEM major candidates with diverse backgrounds--including gender, race, ethnicity, and socioeconomic status--compared to entering teacher candidates for the state and national teacher workforce? (ii) How do teacher candidates, their university supervisors, and, once they begin a teaching position, their administrators, perceive the quality of their preparation for a teaching career in urban schools? What gaps and other issues need to be addressed in their preparation? (iii) What is the nature of classroom practices for these teachers? What is the impact on their K-12 students' learning? and (iv) What is the long term retention rate of these teachers? To what extent do these teachers assume a leadership role in their schools/districts? Research related to the key factors behind answers to above questions will lead to a national model for success in STEM teaching in urban settings that will also stimulate broadening participation in STEM and promoting social justice through mathematics and science teaching and learning.

通过罗伯特·诺伊斯奖学金计划的资助，该第1轨道第2阶段项目将解决既定和不断增长的国家需求，以提高K-12教学人员在科学，技术，工程和数学（STEM）方面的质量，数量和多样性。加州大学伯克利分校（加州大学伯克利分校）计划将：（1）建立在其目前和扩大卡尔教学计划，支持本科生，因为他们追求他们的STEM学科学位沿着在教学数学和科学的证书，特别是在城市学校;（2）利用与加州大学默塞德分校的新合作（UC默塞德）在两个校区为STEM本科生提供教育课程和活动，并在加州大学伯克利分校获得数学或科学的二级教学证书;以及（3）通过与当地学区建立强有力的现有伙伴关系，加强整体工作和活动（伯克利、奥克兰联合大学和默塞德市）以及当地研究和外展机构（例如，劳伦斯科学大厅和夏博特空间与科学中心）。该项目将支持超过一百（100）名学生提供（a）实习，每年十二（12）低年级本科生从事研究，专业发展，并与外展合作伙伴的互动，和（B）奖学金，每年九（9）高年级学生谁是加州教学计划的参与者。这些奖学金将在加州大学伯克利分校和加州大学默塞德分校的STEM学科中非常明显，并将被确定为反映学生成就和成功的奖项。这个诺伊斯第二阶段项目将是一个综合项目，早期和频繁的实地实习，让有抱负的教师发展深刻的主题理解和示范教学技能，因为他们在理论和实践中的参与。为了实现这一目标，该项目将通过跨学科的教师准备方法，吸引来自STEM内容领域以及加州大学伯克利分校教育研究生院的教师，该方法已被证明在为城市学校培训数学和科学教师方面至关重要。 在项目实施过程中，项目团队将调查以下问题：（i）与进入州和国家教师队伍的教师候选人相比，成功招聘和保留具有不同背景（包括性别，种族，民族和社会经济地位）的STEM主要候选人的关键活动是什么？(ii)教师候选人、他们的大学主管以及他们开始教学工作后的管理人员如何看待他们为在城市学校从事教学职业所做的准备的质量？在编写过程中需要解决哪些差距和其他问题？(iii)对这些教师来说，课堂实践的性质是什么？对K-12学生的学习有什么影响？及（iv）这些教师的长期留存率为何？这些教师在多大程度上在其学校/地区发挥领导作用？与回答上述问题背后的关键因素相关的研究将导致在城市环境中成功进行STEM教学的国家模式，这也将刺激扩大STEM的参与，并通过数学和科学的教学和学习促进社会正义。