A Community-Based and Culturally Responsive Approach to STEM Teacher Preparation, Induction and Retention

基于社区和文化响应的 STEM 教师准备、入职和保留方法

• 批准号: 1660644
• 负责人: Nazan Bautista
• 金额: $ 117.28万
• 依托单位: Miami University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660644&HistoricalAwards=false
• 关键词: Community; Based; Culturally; Responsive; Approach

This Noyce project at Miami University will advance understanding of the role and promise of a community-based, culturally responsive approach to science and mathematics teachers' pre-service preparation, induction, and retention. The project will build upon Miami University's Urban Teaching Cohort program which employs the community-based and culturally responsive approach to teacher preparation. In this approach, teacher candidates are incrementally and intentionally immersed in community- and school-based experiences as they prepare to teach in partner schools serving high-need communities. Preparing future science and mathematics teachers as agents of social justice is a necessary shift if racially, ethnically, and culturally diverse students from high-need school districts and economically disadvantaged communities are to internalize the knowledge and critical consciousness that will prepare and empower them to seize opportunities for college and career, as well as to advocate for themselves, their families, and communities. Additionally, data collected from this project will measure the effectiveness of this approach on candidates' learning to teach by comparing it with traditional approaches to STEM teacher preparation which lack a multicultural focus.This project is a partnership involving the university's College of Education, Health and Society, College of Arts and Science, and Urban Teaching Cohort program in collaboration with Cincinnati Public School and Middletown City School districts in Ohio. The project will offer two scholarship and stipend pathways and an internship option for 34 talented STEM undergraduates and STEM professionals to pursue secondary science or mathematics teacher certification in grades 7-12. Pathway 1 will prepare undergraduate STEM majors who commit to becoming Noyce scholars through the pursuit of a double major in a STEM content discipline and in integrated mathematics or a science education. Pathway 2 will provide one-year stipends to support outstanding STEM professionals and recent STEM graduates to pursue teacher certification through a master's degree in secondary science or mathematics education. The project will also provide a robust mentoring and professional development project for Noyce scholars that supports their transition into full-time teaching and assists them during the difficult early-induction period, where research cites the highest rate of teacher attrition occurs.

这个诺伊斯项目在迈阿密大学将推进理解的作用和承诺的一个以社区为基础的，文化上敏感的方法，科学和数学教师的职前准备，诱导和保留。该项目将以迈阿密大学的城市教学队列计划为基础，该计划采用基于社区和文化的教师培训方法。在这种方法中，教师候选人在准备在为高需求社区服务的伙伴学校任教时，逐渐并有意地沉浸在社区和学校的经验中。准备未来的科学和数学教师作为社会正义的代理人是一个必要的转变，如果种族，民族和文化多样的学生从高需求的学区和经济弱势社区要内化的知识和批判意识，这将准备和授权他们抓住大学和职业机会，以及为自己，他们的家庭和社区倡导。此外，该项目收集的数据将通过与缺乏多元文化关注的传统STEM教师培养方法进行比较，衡量这种方法对候选人学习教学的有效性。该项目是一个合作项目，涉及该大学的教育，健康和社会学院，艺术和科学学院，与辛辛那提公立学校和俄亥俄州米德尔敦市学区合作的城市教学队列计划。该项目将为34名有才华的STEM本科生和STEM专业人员提供两种奖学金和助学金途径以及实习选择，以在7-12年级获得中学科学或数学教师认证。途径1将准备本科STEM专业谁承诺通过追求STEM内容学科和综合数学或科学教育的双专业成为诺伊斯学者。途径2将提供为期一年的津贴，以支持优秀的STEM专业人员和最近的STEM毕业生通过中学科学或数学教育硕士学位获得教师认证。该项目还将为诺伊斯学者提供一个强大的指导和专业发展项目，支持他们过渡到全职教学，并在困难的早期入门阶段帮助他们，研究引用了教师流失率最高的地方。