A Grow-Your-Own Pipeline Program for Pre-Service Underrepresented High School Science Teachers at Rider University

该Noyce教师奖学金和津贴项目将培训24名STEM教师，在新泽西州中部和南部的高需求高中任教。该项目的目标是制定健全、适应性强和可持续的战略，以提高这些传统低收入社区中代表性不足群体（特别是拉美裔）的K-12科学和数学教育者的数量和质量。目标是(a)从莱德大学和合作社区学院招募学生群体，(b)提供可持续的学术和课外项目，支持培养高素质和文化反应性的高中STEM教师，(c)为校园内的教师发展提供频繁的机会，将新兴的公民参与文化制度化到STEM课程中，作为提高参与者留存率的工具。(d)在入职期间为这些教师提供支持。该项目将从代表性不足的群体，特别是拉美裔群体中增加高质量高中科学和数学教师的数量。该项目以社会科学研究为依托，明确了代表性不足的学生在试图获得STEM学位时面临的挑战（数学和科学准备不足、自我效能感差、消极的社会文化因素、敌对的校园气候和经济负担），并描述了如何解决这些挑战。该项目的核心是通过将科学教育与新公民参与和责任（SENCER）技术结合到STEM课程中来培养具有文化响应能力的教师，创建一个自我成长的招聘计划，该计划整合了以家庭为中心、双语和双文化参与等元素，并在入职期间使用已建立的以探究为基础的专业发展机构。项目评估将侧重于诺伊斯学者在毕业前和入职期间所采用的教育策略的有效性。STEM教学的自我效能感等情感结果将与学业成功和在该领域的留任一起进行检验。学者们的教学实践效果也将通过州立教育评估机构AchieveNJ的教学评估分数进行评估。项目课程将通过SENCER网站发布，结果将提交给STEM教育杂志或科学教学研究杂志。

This Noyce Teacher Scholarship and Stipend project will train 24 STEM teachers to teach in high-needs high schools in central and southern New Jersey. The goal of the project is to develop sound, adaptable, and sustainable strategies for increasing the number and quality of K-12 science and math educators from underrepresented groups, particularly Latinos, in these traditionally low income communities. The objectives are to (a) recruit student cohorts from Rider University and partner community colleges, (b) deliver sustainable academic and extracurricular programming that supports the development of highly qualified and culturally responsive high school STEM teachers, (c) provide frequent opportunities for faculty development across campus to institutionalize an emergent culture of civic engagement into STEM courses, as a tool to increase retention of the participants, and (d) support these teachers during an induction period.The project will increase the number of high-quality high school science and math teachers from underrepresented groups, particularly Latinos. Relying on social science research, the project clearly identifies challenges (inadequate mathematics and science preparation, poor self-efficacy, negative sociocultural factors, hostile campus climate, and economic burdens) that underrepresented students face as they attempt to attain STEM degrees and describes how these challenges will be addressed. Central to the project are the development of culturally responsive teachers through the incorporation of Science Education for New Civic Engagements & Responsibilities (SENCER) techniques into their STEM curriculum, the creation of a grow-your-own recruitment plan that integrates elements such as family-centered and bilingual and bicultural engagement, and the use of established inquiry-based professional development institutes during the induction period. Project evaluation will focus on the effectiveness of the educational strategies used for the Noyce scholars before graduation and during induction. Affective outcomes such as STEM teaching self-efficacy will be examined along with academic success, and retention in the field. The effectiveness of the scholars' teaching practices will also be assessed using teaching evaluation scores from AchieveNJ, the state educator evaluation agency. Project curricula will be disseminated through the SENCER website and results will be submitted to the Journal of STEM Education or the Journal of Research in Science Teaching.