Developing STEM Professionals as Educators and Teacher Leaders

培养 STEM 专业人士作为教育工作者和教师领导者

• 批准号: 1852889
• 负责人: Natalie King
• 金额: $ 300万
• 依托单位: Georgia State University Research Foundation, Inc.
• 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: 2019-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852889&HistoricalAwards=false
• 关键词: Developing; STEM; Professionals; Educators; Teacher

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 2: Teaching Fellowships project at Georgia State University focuses on the national shortages of STEM teachers and low retention rates in the teacher workforce. It will recruit 30 STEM professionals, who have STEM baccalaureate degrees, and support them to complete a 14-month Master of Arts in Teaching degree. These graduates will become certified to teach science or mathematics in middle or high school and will teach in high-need schools in the partnering Fulton County Schools and Rockdale County Public Schools. These teacher leaders are expected to have positive impacts across the districts, leading to greater interest in STEM and STEM careers for diverse groups of students. The project includes a research plan to examine strategies for addressing the critical shortage of highly qualified STEM teachers in urban schools, especially Black and Latino males.The project will be grounded in a Research-Practice Partnership framework to inform the nature of the relationships between the university, school districts (Fulton County Schools and Rockdale Public Schools), and the partnering local nonprofit organization, 100 Black Men of South Metro. The research plan includes a longitudinal research component to explore the effectiveness of the Research-Practice Partnership in meeting the needs of partnering school districts. It also includes a mixed methods research design to explore the impact of the Research-Practice Partnership on the recruitment and retention of STEM teachers and their development into teacher leaders. The project will include robust mentoring of participants, beginning in the master's program of study and continuing through induction and teacher leadership development, and will emphasize the importance of cultural diversity in teachers' professional development. The project's collaborative efforts will provide opportunities to share best practices and resources across institutions of higher education, K-12 institutions, and nonprofit organizations, thus broadening the potential impact of the project. 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 expert teachers. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in hi-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.

在罗伯特·诺伊斯教师奖学金计划（诺伊斯）的支持下，格鲁吉亚州立大学的这一轨道2：教学奖学金项目专注于全国STEM教师短缺和教师队伍的低保留率。它将招募30名拥有STEM学士学位的STEM专业人士，并支持他们完成为期14个月的教学硕士学位。 这些毕业生将获得在初中或高中教授科学或数学的认证，并将在合作的富尔顿县学校和罗克代尔县公立学校的高需求学校任教。 预计这些教师领导人将在各区产生积极影响，从而提高不同学生群体对STEM和STEM职业的兴趣。 该项目包括一项研究计划，旨在研究解决城市学校高素质STEM教师严重短缺问题的策略，特别是黑人和拉丁裔男性。该项目将以研究-实践伙伴关系框架为基础，以告知大学，学区之间关系的性质。（富尔顿县学校和罗克代尔公立学校），以及当地的合作非营利组织，100名黑人男子的南地铁。 研究计划包括一个纵向研究部分，以探讨研究实践伙伴关系在满足合作学区的需求的有效性。它还包括一个混合方法的研究设计，以探索研究实践伙伴关系对STEM教师的招聘和保留及其发展成为教师领导的影响。该项目将包括对参与者进行强有力的指导，从硕士研究生课程开始，一直持续到上岗和教师领导力发展，并将强调文化多样性在教师职业发展中的重要性。该项目的合作努力将提供机会，分享高等教育机构，K-12机构和非营利组织的最佳实践和资源，从而扩大该项目的潜在影响。诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K-12 STEM教师，以及经验丰富的模范K-12 STEM教师成为STEM专家教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力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

Emancipating STEM Education through Abolitionist Teaching: A Research-practice Partnership to Support Virtual Microteaching Experiences

• DOI: 10.1080/1046560x.2021.2012957
• 发表时间: 2022-02
• 期刊: Journal of Science Teacher Education
• 影响因子: 1.9
• 作者: Vanessa N. Louis;Natalie S. King