Building Capacity for STEM Teachers with Cultural Responsiveness

培养 STEM 教师的文化响应能力

• 批准号: 1852857
• 负责人: David Rosengrant
• 金额: $ 7.5万
• 依托单位: University of South Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1852857&HistoricalAwards=false
• 关键词: Building; Capacity; STEM; Teachers; Cultural

With support from the Robert Noyce Teacher Scholarship Program, this Capacity Building project aims to serve the national interest in high-quality STEM teaching. It will do so by building the capacity to help secondary mathematics teachers engage in culturally responsive teaching practices. Specifically, this project will modify the STEM teacher education curriculum at the University of Florida St. Petersburg to include training in culturally responsive teaching. Nationally, there is a significant need for grades 6-12 mathematics and science teachers. This teacher shortage is compounded by the need for teachers who are culturally responsive, which is the knowledge and skills that enable one to relate effectively to other cultures and, thus, to better meet the needs of diverse learners. By making the proposed curriculum modifications, this project is expected to lay the foundation to support the development of teachers who have robust knowledge of STEM content and well-developed skills in effective STEM instructional techniques. This project is a partnership between the University of Florida St. Petersburg and Pinellas County Schools, the 7th largest school district in Florida and the 26th largest in the US. Nearly half of the Pinellas County students are from an underrepresented minority group and just over half receive free or reduced lunches. Consequently, the need for culturally responsive teaching practices in Pinellas County Schools is critical. This need is further underscored by the fact that underrepresented minority students and students of lower socio-economic status are also significantly less successful in mathematics and science. To address this need, the project partnership will facilitate the development of a culturally responsive teaching program and examine whether the program produces teachers who are well prepared to teach in high need schools, and who will be successful and persist in their teaching career. Because many other US school districts have diverse student populations, this project has the potential to improve many other teacher preparation programs. Thus, a goal of this project is to develop a structure that can be replicated elsewhere to ensure that other STEM education programs can provide effective teacher preparation that includes cultural responsiveness. 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.

在Robert Noyce教师奖学金计划的支持下，该能力建设项目旨在为高质量STEM教学的国家利益服务。 它将通过能力建设来帮助中学数学教师从事文化上敏感的教学实践。具体而言，该项目将修改佛罗里达大学圣彼得堡的STEM教师教育课程，以包括文化敏感教学的培训。在全国范围内，对6-12年级数学和科学教师的需求很大。教师短缺的问题因对文化敏感的教师的需求而更加严重，文化敏感的教师是指能够使一个人有效地与其他文化联系，从而更好地满足不同学习者需求的知识和技能。 通过进行拟议的课程修改，该项目预计将奠定基础，以支持教师谁拥有丰富的STEM内容的知识和有效的STEM教学技术发达的技能的发展。 该项目是佛罗里达彼得堡大学和皮内拉斯县学校之间的合作伙伴关系，皮内拉斯县学校是佛罗里达第7大学区，也是美国第26大学区。皮内拉斯县近一半的学生来自代表性不足的少数群体，略多于一半的学生获得免费或减少午餐。 因此，皮内拉斯县学校需要对文化敏感的教学实践至关重要。 代表性不足的少数民族学生和社会经济地位较低的学生在数学和科学方面的成绩也明显较差，这一事实进一步突出了这一需要。为了满足这一需求，该项目的合作伙伴关系将促进一个文化上敏感的教学计划的发展，并检查该计划是否产生教师谁是准备好在高需求的学校任教，谁将是成功的，并坚持在他们的教学生涯。由于许多其他美国学区有不同的学生群体，这个项目有可能改善许多其他教师准备计划。因此，该项目的一个目标是开发一个可以在其他地方复制的结构，以确保其他STEM教育计划可以提供有效的教师准备，包括文化响应。 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大师。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。