Growing into Teacher-Researchers: Using Mindsets to Frame Research for Noyce Scholars and PIs as a Component of Teacher Preparation
成长为教师研究员:使用心态为诺伊斯学者和 PI 构建研究框架,作为教师准备的一部分
基本信息
- 批准号:1836335
- 负责人:
- 金额:$ 86.55万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2018
- 资助国家:美国
- 起止时间:2018-06-15 至 2022-11-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
As STEM professionals, STEM teachers need to continue to grow their content knowledge and research skill set. Research experiences for undergraduates and for teachers have been shown to advance understanding of the nature of STEM disciplines, the processes of scientific research, and to assist in retention within the STEM disciplines and within the STEM teaching field. Moreover, STEM teachers who participate in research experiences are better prepared to incorporate the professional practices of scientists, engineers, and mathematicians in their classrooms, impacting positively several thousands of precollege students. This project, supported by the Robert Noyce Teacher Scholarship program, will leverage the STEM Teacher and Researcher Program (STAR), led by California Polytechnic State University, to place a cohort of thirty-two (total of 64) Noyce Scholars in immersive, mentored summer research experiences at national laboratories, universities, and research & development centers, in the Summer 2018 and 2019, respectively. The Noyce Scholars will join other STAR Fellows as they work with researchers in conducting original research while also participating in concurrent workshops. One type of workshop is designed to assist the Noyce STAR Fellows in incorporating the practices of working scientists, engineers, and mathematicians into their classroom teaching. A second project-specific workshop will provide Noyce STAR Fellows with opportunities to become familiar with educational research results on mindsets about intelligence and belonging. The Fellows will examine research on how perspectives of whether intelligence is innate or malleable can impact the ways in which individuals deal with personal and academic challenges, as well as how such views may help or obstruct whether or not they feel they belong in STEM disciplines. The project will also test the effectiveness of strategies and tools in helping teacher-researchers interpret their own struggles in research in terms of healthy mindsets for intelligence and deepen their sense of belonging in STEM. Results from this investigation will help to inform improvements in teacher-researcher programs and their role in teacher preparation efforts. In addition to providing Noyce Scholars with research experiences in research laboratories and professional development workshops, this project will conduct an educational research study focused on three research questions. First: What are STAR Fellows' prior implicit beliefs about intelligence, including their own and that of their students? Second: To what extent does framing summer STAR workshops with the view that belonging in the research community is largely determined by effort, as opposed to achievement, ameliorate Fellows' sense of unproductive struggle during the summer research experience? Third: To what extent does framing summer STAR workshops with the view that intelligence is malleable change the types of feedback that Fellows would provide struggling students? Researchers have documented that problematic teacher beliefs have a negative impact on their pedagogical choices. This project's proposed research on beliefs about intelligence and belonging in STEM for this population of students in the teacher professional continuum will contribute to the knowledge base on research experiences for teachers. In addition, it will inform the design, implementation, and evaluation of more effective research immersion programs for teachers and students. Attention to conceptual understanding is inadequate by itself to stem the tide of underrepresentation in STEM. Non-cognitive issues in STEM learning and belonging, especially in the context of research experiences, have not been addressed by educational research to the depth they deserve. This project will contribute to filling this gap in the research literature.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
作为STEM专业人员,STEM教师需要继续增长他们的内容知识和研究技能。 本科生和教师的研究经验已被证明可以促进对STEM学科性质,科学研究过程的理解,并有助于保留STEM学科和STEM教学领域。 此外,参与研究经验的STEM教师更好地准备将科学家,工程师和数学家的专业实践纳入课堂,对数千名学前学生产生积极影响。 该项目由罗伯特·诺伊斯教师奖学金计划支持,将利用由加州理工州立大学领导的STEM教师和研究人员计划(星星),将32名(共64名)诺伊斯学者分别于2018年和2019年夏季在国家实验室,大学和研究开发中心进行沉浸式,指导式夏季研究体验。& 诺伊斯学者将加入其他星星研究员,因为他们与研究人员在进行原创性研究,同时也参加同期研讨会。 一种类型的研讨会旨在帮助诺伊斯星星研究员将工作科学家,工程师和数学家的实践纳入他们的课堂教学。 第二个具体项目的研讨会将为诺伊斯星星研究员提供机会,熟悉关于智力和归属感的思维方式的教育研究结果。 研究员将研究智力是天生的还是可塑性的观点如何影响个人处理个人和学术挑战的方式,以及这些观点如何帮助或阻碍他们是否觉得自己属于STEM学科。 该项目还将测试策略和工具的有效性,以帮助教师研究人员从健康的智力心态角度解释他们在研究中的挣扎,并加深他们对STEM的归属感。 从这次调查的结果将有助于通知改进教师研究计划和教师准备工作中的作用。 除了为诺伊斯学者提供研究实验室和专业发展研讨会的研究经验外,该项目还将进行一项教育研究,重点关注三个研究问题。第一:星星研究员对智力的内隐信念是什么,包括他们自己和他们的学生?第二个:夏季星星研讨会的框架,认为属于研究社区在很大程度上是由努力决定的,而不是成就,在多大程度上改善了研究员在夏季研究经验中的非生产性斗争的感觉?第三:在多大程度上,以智力是可塑性的观点来构建夏季星星研讨会,会改变研究员们为苦苦挣扎的学生提供的反馈类型?研究人员已经证明,有问题的教师信念对他们的教学选择有负面影响。 该项目提出的关于教师专业连续体中这一学生群体的STEM智能和归属感的信念的研究将有助于教师研究经验的知识基础。此外,它将为教师和学生更有效的研究沉浸计划的设计,实施和评估提供信息。 对概念理解的关注本身不足以阻止STEM代表性不足的趋势。 STEM学习和归属感中的非认知问题,特别是在研究经验的背景下,尚未得到教育研究的深入解决。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Stamatis Vokos其他文献
Stamatis Vokos的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
{{ truncateString('Stamatis Vokos', 18)}}的其他基金
Expanding The Reach of A Successful Pre-service Teacher Research Program
扩大成功的职前教师研究计划的范围
- 批准号:
2140288 - 财政年份:2022
- 资助金额:
$ 86.55万 - 项目类别:
Standard Grant
Collaborative Research: A Study of the Impact of Pre-Service Teacher Research Experience on Effectiveness, Persistence, and Retention
协作研究:职前教师研究经验对有效性、持久性和保留率影响的研究
- 批准号:
1660839 - 财政年份:2017
- 资助金额:
$ 86.55万 - 项目类别:
Standard Grant
R&D: Honing Diagnostic Practice: Toward a New Model of Teacher Professional Preparation and Development
右
- 批准号:
0822342 - 财政年份:2008
- 资助金额:
$ 86.55万 - 项目类别:
Continuing Grant
Improving the Effectiveness of Teacher Diagnostic Skills and Tools
提高教师诊断技能和工具的有效性
- 批准号:
0455796 - 财政年份:2005
- 资助金额:
$ 86.55万 - 项目类别:
Continuing Grant
Adaptation and implementation of Research-based Curricula in Introductory Physics Courses
物理导论课程中研究型课程的调整和实施
- 批准号:
0310583 - 财政年份:2003
- 资助金额:
$ 86.55万 - 项目类别:
Standard Grant
相似海外基金
Improving Professional Development in Mathematics by Understanding the Mechanisms that Translate Teacher Learning into Student Learning
通过了解将教师学习转化为学生学习的机制来提高数学专业发展
- 批准号:
2100617 - 财政年份:2021
- 资助金额:
$ 86.55万 - 项目类别:
Continuing Grant
An empirical study of teacher education to re-materialize arithmetic and mathematics textbook tasks into STEM tasks
将算术和数学课本任务重新具体化为 STEM 任务的教师教育实证研究
- 批准号:
21K02553 - 财政年份:2021
- 资助金额:
$ 86.55万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
A Study into the Evaluation of Deep Learning—Developing Teacher Training That Utilizes Moderation
深度学习的评估研究
- 批准号:
20K02749 - 财政年份:2020
- 资助金额:
$ 86.55万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
Aims and practices of EFL education: An investigation into English teacher cognition and efforts for job crafting
英语教育的目标与实践:英语教师认知与工作重塑的调查
- 批准号:
20K22262 - 财政年份:2020
- 资助金额:
$ 86.55万 - 项目类别:
Grant-in-Aid for Research Activity Start-up
A narrative inquiry into Assistant Language Teacher (ALT) identity
对助理语言教师(ALT)身份的叙述性调查
- 批准号:
20K13128 - 财政年份:2020
- 资助金额:
$ 86.55万 - 项目类别:
Grant-in-Aid for Early-Career Scientists
Ed+gineering: An Interdisciplinary Partnership Integrating Engineering into Elementary Teacher Preparation Programs
教育工程:将工程学融入小学教师准备计划的跨学科合作伙伴关系
- 批准号:
1908743 - 财政年份:2019
- 资助金额:
$ 86.55万 - 项目类别:
Continuing Grant
The Making of Teachers: A study into the differing experiences of PGCE students in university and school based initial teacher training environments.
教师的培养:对 PGCE 学生在大学和学校初始教师培训环境中的不同经历的研究。
- 批准号:
1916680 - 财政年份:2017
- 资助金额:
$ 86.55万 - 项目类别:
Studentship
Exploring the Integration of Computational Thinking into Preservice Elementary Science Teacher Education
探索计算思维融入职前基础科学教师教育
- 批准号:
1639891 - 财政年份:2017
- 资助金额:
$ 86.55万 - 项目类别:
Standard Grant
Educating the STEM Teacher: From Recruitment into Induction
教育 STEM 教师:从招聘到入职
- 批准号:
1660849 - 财政年份:2017
- 资助金额:
$ 86.55万 - 项目类别:
Continuing Grant
Supporting Teacher Practice to Facilitate and Assess Oral Scientific Argumentation: Embedding a Real-Time Assessment of Speaking and Listening into an Argumentation-Rich Curriculum
支持教师实践以促进和评估口头科学论证:将口语和听力的实时评估嵌入到论证丰富的课程中
- 批准号:
1621441 - 财政年份:2016
- 资助金额:
$ 86.55万 - 项目类别:
Continuing Grant