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Recruitment and Induction of Secondary STEM Teachers Integrating Lesson-Study as a Continuous Improvement Learning Mechanism

中学STEM教师的招聘和入职，结合课学作为持续改进的学习机制

基本信息

批准号：
1852139
负责人：
Randall Groth
金额：
$ 119.98万
依托单位：
Salisbury University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-04-01 至 2025-03-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852139&HistoricalAwards=false
关键词：
Recruitment Induction Secondary STEM Teachers

项目摘要

With support from the Robert Noyce Teacher Scholarship Program, this Track 1 Scholarships and Stipends project aims to serve the national need of preparing high-quality mathematics and science teachers. The project intends to place 36 new STEM teachers into high-need schools in the lower Eastern Shore of Maryland, thus enhancing STEM learning in these schools. In addition, results of project analysis and research should increase understanding of strategies to recruit, educate, and support exceptional secondary STEM teachers. The project will use first- and second-year school-based internships, together with junior- and senior-level scholarships to encourage and support STEM majors to become secondary mathematics and science teachers. All STEM majors who participate in the project will work together to design and analyze lessons under the guidance of expert teachers in local schools. The project will revise the teacher education curriculum to increase learning about instructional technology and equity issues in schools. Support for scholarship recipients will continue into their first years of teaching, when the project will provide expert mentor teachers and peer communities to ensure their successful professional induction. The project aims to produce 36 new STEM teachers by supporting undergraduates as they complete majors in the fields of biology, chemistry, earth science, mathematics, and physics. The project seeks to motivate 24 first- and second-year STEM majors who are not yet in the professional teacher education program, to pursue teaching by hiring them for early field experience internships. The project will award junior- and senior- level Noyce scholarships of up to $10,000 per year to 36 academically high-performing STEM majors, with emphasis on including those from underrepresented populations. The scholarship recipients will develop strong knowledge in STEM content and pedagogy as they complete their degree programs. The project will provide an induction program that fosters the development of skilled and reflective practitioners, so that the scholarship recipients will receive support as they graduate and enter the teaching profession. The project seeks to lay the foundation for the long-term retention and success of scholarship recipients as STEM teachers in high-need school settings. Wicomico County Public Schools, a high-need local education agency, will partner with Salisbury University to provide school-based clinical experiences and mentors for the STEM majors. Lesson study, a research-based method for continuous improvement of teaching, will be a key component of the clinical experiences. Quantitative and qualitative data will be gathered to address research questions including: (1) How does lesson study participation influence STEM majors' motivations to teach? (2) To what extent does lesson study encourage academically talented STEM majors to pursue teaching careers? and (3) To what extent does lesson study encourage STEM majors from racial minorities to pursue teaching careers? Findings related to these research questions will be disseminated at professional conferences and in journals, adding to the knowledge base about effective strategies for preparing STEM teachers for teaching in high-need schools and districts. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts and experienced,exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 teachers in high-need school districts.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.

在Robert Noyce教师奖学金计划的支持下，该项目旨在满足国家培养高质量数学和科学教师的需求。该项目打算将36名新的STEM教师安置到马里兰州东岸下游的高需求学校，从而加强这些学校的STEM学习。此外，项目分析和研究的结果应该增加对招聘、教育和支持优秀中学STEM教师的策略的理解。该项目将利用第一年和第二年的校内实习，以及初级和高级奖学金，鼓励和支持STEM专业的学生成为中学数学和科学教师。参与该项目的所有STEM专业学生将在当地学校专家教师的指导下共同设计和分析课程。该项目将修订教师教育课程，以增加对教学技术和学校公平问题的学习。对奖学金获得者的支持将持续到他们的第一年教学，届时该项目将提供专家导师教师和同伴社区，以确保他们成功进入专业。该项目旨在通过支持完成生物、化学、地球科学、数学和物理等专业的本科生，培养36名新的STEM教师。该项目旨在激励24名尚未进入专业教师教育项目的一年级和二年级STEM专业学生，通过雇佣他们进行早期现场实习来从事教学工作。该项目将向36名学术表现优异的STEM专业学生颁发每年高达1万美元的初级和高级Noyce奖学金，重点是包括那些来自代表性不足人群的学生。在完成学位课程后，奖学金获得者将在STEM内容和教学法方面积累丰富的知识。该项目将提供一个入门课程，以促进熟练和反思从业者的发展，以便奖学金获得者在毕业并进入教学行业时得到支持。该项目旨在为奖学金获得者长期留在高需求学校担任STEM教师并取得成功奠定基础。威科米科县公立学校是一家高需求的当地教育机构，它将与索尔兹伯里大学合作，为STEM专业的学生提供基于学校的临床经验和导师。课堂研究是一种不断改进教学的研究性方法，是临床经验的重要组成部分。将收集定量和定性数据来解决研究问题，包括：(1)课程研究参与如何影响STEM专业学生的教学动机？(2)课程研究在多大程度上鼓励有学术天赋的STEM专业学生从事教学职业？(3)课程研究在多大程度上鼓励了STEM专业的少数族裔学生从事教学职业？与这些研究问题相关的研究结果将在专业会议和期刊上传播，增加关于为高需求学校和地区的STEM教师准备有效策略的知识库。Noyce计划支持有才华的STEM本科专业和专业人士成为高需求学区有效的K-12 STEM教师，并支持经验丰富的模范K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。