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

诺伊斯教师奖学金和津贴项目将培训24名STEM教师，在新泽西中部和南部的高需求高中任教。 该项目的目标是制定健全的，适应性强，可持续的战略，以增加K-12科学和数学教育工作者的数量和质量，这些教育工作者来自代表性不足的群体，特别是拉丁美洲人，在这些传统的低收入社区。 其目标是（a）从莱德大学和合作伙伴社区学院招募学生群体，（B）提供可持续的学术和课外课程，支持高素质和文化敏感的高中STEM教师的发展，（c）为整个校园的教师发展提供频繁的机会，将公民参与的新兴文化制度化到STEM课程中，作为提高参与者保留率的工具，以及（d）在上岗期间支持这些教师，该项目将增加来自代表性不足群体，特别是拉丁美洲人的高素质高中科学和数学教师的人数。 依靠社会科学研究，该项目明确确定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，敌对的校园气氛和经济负担），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促进新公民参与责任（SENCER）技术纳入其STEM课程，培养对文化敏感的教师，创建一个自己成长的招聘计划，其中整合了以家庭为中心以及双语和双文化参与等要素，并在上岗期间使用已建立的基于调查的专业发展机构。 项目评估将侧重于诺伊斯学者在毕业前和入职期间使用的教育策略的有效性。 情感成果，如STEM教学自我效能感将与学术成功一起进行沿着检查，并保留在该领域。 学者们的教学实践的有效性也将使用国家教育评估机构EQUeNJ的教学评估分数进行评估。 项目课程将通过SENCER网站传播，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.