Fostering Integrated Responsive Science Teaching by Developing Science Teachers Who Can Cross Disciplinary Boundaries and Create Engaging, Inclusive Classrooms

在NSF Robert Noyce教师奖学金计划的支持下，这一Track 1津贴和奖学金项目旨在服务于国家需求，为高需求学校和地区培养优秀的STEM教师。在五年的时间里，该项目将招聘和准备至少27名生物、化学和物理专业的学生，成为圣路易斯奥比斯波地区高需求学区的教师。该项目包括与一所为西班牙裔服务的两年制大学(Cuesta学院)和两个高需求学区(Lucia Mar联合学区和圣玛丽亚联合联合学区)建立合作伙伴关系。该项目建立在以往诺伊斯奖项的基础上：1)为新教师设立暑期计划；2)使有兴趣的本科生在致力于成为诺伊斯学者和从事教学事业之前参与计划活动；以及3)为诺伊斯学者提供研究经验。该项目的结果将使大学和学校了解在高需求环境下招聘、准备和支持科学教师的有效方法。此外，纳入文化响应教学的培训以及与一家为拉美裔服务的机构的合作有可能扩大对STEM的参与。项目活动建立在与以前的诺伊斯奖一起制定的课程和支助战略的基础上。总体目标是增加获得STEM教育和职业的机会，包括在STEM领域历来代表性不足的人群。新的活动包括为职前STEM教师设立两个针对文化反应教学的专业发展单位。此外，还将通过实施雄心勃勃的科学教学模式，纳入跨学科的科学教学。这种教学模式为以学生为中心的科学教学提供了一种路线图，在这种教学中，学生创建和修改科学模型，并进行循证论证。这一战略旨在帮助学生解决真正的、相关的问题，这些问题需要跨学科的方法，这是下一代科学标准的主要目标。项目成果的传播有可能为教师教育项目提供新的信息，包括那些与STEM专业和职业中代表性不足的人群合作的项目。Noyce计划支持有才华的STEM本科专业和专业人员成为高需求学区的有效K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the NSF Robert Noyce Teacher Scholarship Program, this Track 1 Stipends and Scholarships project aims to serve the national need of preparing excellent STEM teachers for high-need schools and districts. Over its five-year duration, this project will recruit and prepare at least 27 Biology, Chemistry, and Physics majors to become teachers in high-need school districts in the San Luis Obispo area. The project includes a collaborative partnership with a Hispanic-serving two-year college (Cuesta College) and two high-need school districts (Lucia Mar Unified School District and Santa Maria Joint Union School District). The project builds on previous Noyce awards by: 1) establishing a summer program for new teachers; 2) enabling interested undergraduates to participate in program activities before they commit to becoming Noyce Scholars and to pursuing a teaching career; and 3) providing research experiences for Noyce Scholars. Results of this project will inform colleges and schools about effective approaches for recruiting, preparing, and supporting science teachers in high-need settings. In addition, incorporation of training about culturally responsive teaching and the collaboration with a Hispanic-serving institution have the potential to broaden participation in STEM.The project activities build on a foundation of curricular and support strategies developed with previous Noyce awards. The overarching the goal is to increase access to STEM education and careers, including populations historically underrepresented in STEM fields. New activities include creation of two professional development units on culturally-responsive teaching for pre-service STEM teachers. In addition, cross-disciplinary science instruction will be incorporated though implementation of the Ambitious Science Teaching model. This teaching model provides a roadmap for student-centered science teaching in which students create and revise scientific models, and make evidence-based arguments. This strategy is intended to help students solve authentic, relevant problems that require an interdisciplinary approach, which is a major goal of the Next Generation Science Standards. Dissemination of project outcomes has the potential to provide new information to teacher education programs, including those working with populations that are underrepresented in STEM majors and careers. 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 STEM 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.