Culturally Responsive and Effective STEM Teaching: Strengthening the Foundation for Teacher Success in High-Need School Districts

文化响应和有效的STEM教学（CREST）：加强高需求学区教师成功的基础项目是新罕布什尔大学（UNH）、新罕布什尔社区学院系统（CCSNH）和当地学区之间的合作成果。新罕布什尔州城市和农村地区的许多学区都很难找到合格的STEM教师，这些教师坚持在他们的高需求学校任教，导致全州STEM教师严重短缺。这个Track 1 Noyce项目将通过吸引和培养STEM本科专业和STEM专业转行者，以文化响应的方式在高需求地区的中学阶段教授科学和数学，来满足这一需求。该项目将面向主修STEM专业的本科生和转行的STEM专业人士，并将培养至少31名高素质的STEM中学教师。项目活动将采用文化响应教学法来应对高需求学区存在的文化和资源挑战；培养对学生文化背景的理解和欣赏；并开发更复杂的能力，以满足他们的社会，学术和语言多样化的学生的需求。由于该项目建立在先前工作的基础上，它将扩大其对精通内容和教学法的学者的强大准备，并培养能够以情境驱动的方式使所有学生群体都能接触和兴奋STEM学科的教育工作者。此外，CREST项目将扩大与该地区社区大学的现有合作，建立新的途径，并从两年制项目中招收STEM专业的学生到UNH再学习三年，最终获得医学博士学位。或m.a.t.，从而为他们未来的教学职业做好准备，并增加教师的多样性。CREST项目将由来自数学、物理、化学、生物科学、地球科学和教育领域的联合国大学教师组成的多学科团队指导，并与来自地区社区学院、学区合作伙伴、执业教师和教育顾问的教师合作。该计划将通过早期STEM教学活动、指导和专注于文化响应教学的专业发展来补充广受认可和严格的UNH教师准备计划。在这种教学模式的指导下，CREST学者将从内容整合、促进知识建构、减少偏见、社会公正和学术发展五个方面来考虑他们的教学。使用一系列定性和定量工具（例如，调查、访谈和教学档案），项目团队和外部评估人员将检查文化响应教学在准备CREST Noyce学者方面的作用。因此，该项目将对这个知识库作出贡献，并将通过出版物和会议发言广泛传播结果。

The Culturally Responsive and Effective STEM Teaching (CREST): Strengthening the Foundation for Teacher Success in High-Need School Districts project is a collaborative effort between the University of New Hampshire (UNH), the Community College System of New Hampshire (CCSNH), and local school districts. Many school districts in both urban and rural areas of the State of New Hampshire struggle to find well-qualified STEM teachers who persist in their high-need schools, resulting in a critical shortage of STEM teachers across the state. This Track 1 Noyce project will address this need by attracting and preparing STEM undergraduate majors and STEM professional career changers to teach science and mathematics at the secondary level in high-need districts in a culturally responsive way. The project will target both undergraduate STEM majors and STEM professional career changers, and will produce a minimum of 31 highly-qualified STEM secondary school teachers. Project activities will use culturally responsive pedagogy to confront cultural and resource challenges that exist in high-need school districts; to develop an understanding and appreciation of their students' cultural background; and to develop more sophisticated competencies in addressing the needs of their socially, academically, and linguistically diverse students. As this project builds upon prior work, it will expand its strong preparation of scholars proficient in both content and pedagogy, and produce educators who can make STEM disciplines accessible and exciting to all groups of students in a context-driven way. Additionally, the CREST program will expand on existing collaborations with community colleges in the region to establish a new pathway and recruit STEM majors from two-year programs to UNH for three additional years culminating in a M.Ed. or M.A.T, thus preparing them for future careers in teaching and increasing the diversity of teachers. The CREST program will be directed by a multidisciplinary team of UNH faculty members from mathematics, physics, chemistry, biological sciences, earth sciences, and education in collaboration with faculty members from regional community colleges, school district partners, practicing teachers, and educational advisors. The program will supplement the well-recognized and rigorous UNH teacher preparation program with early STEM teaching activities, mentoring, and professional development focusing on culturally responsive teaching. Guided by this teaching model, the CREST scholars will consider their teaching through five lenses: content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. Using a range of qualitative and quantitative tools (e.g., surveys, interviews, and teaching portfolios) the project team and the external evaluator will examine the role of culturally responsive teaching on preparing the CREST Noyce scholars. Hence, the project will contribute to this knowledge base, and will broadly disseminate the results through publications and conference presentations.