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Improving Secondary Physics, Mathematics, Chemistry, and Computer Science Teacher Preparation Through a Sequence of Active Teaching Experiences

通过一系列积极的教学经验提高中学物理、数学、化学和计算机科学教师的准备

基本信息

批准号：
1949833
负责人：
Maryann Huey
金额：
$ 119.88万
依托单位：
Drake University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-10-01 至 2025-09-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949833&HistoricalAwards=false
关键词：
Improving Secondary Physics Mathematics Chemistry

项目摘要

This project aims to serve the national interest in high-quality secondary STEM education. It will do so by preparing science and mathematics teachers for diverse classrooms that include students of color, students from low-income families, emerging bilingual students, and/or students with special needs. Many students from these groups have less access to grade-appropriate assignments, quality instruction, deep engagement, and high expectations from teachers. A growing body of evidence suggests that active teaching improves student learning outcomes, student engagement, and student attitudes. Thus, this project aims to prepare STEM teachers who can teach STEM topics in equitable, rigorous, and active ways. The project design is expected to help preservice teachers: (i) develop greater confidence in their abilities to teach college preparatory STEM courses in engaging and active ways; (ii) gain the necessary content knowledge for teaching physics, chemistry, mathematics or computer science; and (iii) learn how to implement innovative strategies for teaching diverse populations of students in culturally responsive ways. Preservice teachers in the project will be supported during their first year of teaching via seminars and ongoing mentorship. It is expected that these activities will help the new teachers overcome challenges and continue to improve their instruction. The anticipated outcome of this project is to prepare at least 24 highly qualified secondary STEM teachers who will teach in high-need school districts throughout the Midwest, thus partially addressing critical teacher shortages. Over time, this project has the potential to improve secondary student learning outcomes by addressing factors that contribute to learning opportunity gaps in STEM fields.This project at Drake University includes partnerships with Des Moines Public Schools. The project will prepare, support, and graduate at least 24 new physics, mathematics, chemistry, and computer science teachers by embedding innovative, active learning teaching experiences within their teacher preparation program and associated field-experiences in Des Moines Public School district. The project's preservice teachers will include both undergraduate STEM majors and STEM professionals with a STEM baccalaureate degree. The preservice teachers will complete a coherent three-semester sequence of active teaching experiences across a variety of settings within their preparation programs. Throughout this progression, the project will assess changes in preservice teachers' pedagogical content knowledge and confidence levels for teaching. By prioritizing the critical role that specialized content knowledge plays in supporting active teaching strategies, this project seeks to understand how self-efficacy, pedagogical content knowledge, and teaching effectiveness improve through experiences designed to target and grow new teachers’ knowledge using established quantitative and qualitative data collections tools (e.g., STEBI; CoRe; RTOP). This project has the potential to provide insight about the relationship between pedagogical content knowledge and teaching effectiveness and how pedagogical content knowledge develops over time. The project aims to use project activities to increase the level of active learning in secondary and undergraduate STEM classrooms, as well as, the engagement of underrepresented students in these STEM classrooms. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. 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.

该项目旨在服务于高质量中等 STEM 教育的国家利益。它将通过为不同的课堂培养科学和数学教师来实现这一目标，这些课堂包括有色人种学生、低收入家庭的学生、新兴双语学生和/或有特殊需要的学生。这些群体中的许多学生很少有机会获得适合年级的作业、高质量的指导、深度参与以及老师的高期望。越来越多的证据表明，主动教学可以改善学生的学习成果、学生的参与度和学生的态度。因此，该项目旨在培养能够以公平、严谨和积极的方式教授 STEM 主题的 STEM 教师。该项目设计预计将帮助职前教师：(i) 对自己以积极主动的方式教授大学预科 STEM 课程的能力更有信心； (ii) 获得物理、化学、数学或计算机科学教学所需的内容知识； (iii) 了解如何实施创新策略，以文化响应方式教授不同群体的学生。该项目的职前教师将在第一年的教学中通过研讨会和持续的指导获得支持。预计这些活动将帮助新教师克服挑战并继续改进他们的教学。该项目的预期成果是培养至少 24 名高素质中学 STEM 教师，他们将在整个中西部的高需求学区任教，从而部分解决严重的教师短缺问题。随着时间的推移，该项目有可能通过解决导致 STEM 领域学习机会差距的因素来改善中学生的学习成果。德雷克大学的该项目包括与得梅因公立学校的合作伙伴关系。该项目将通过在得梅因公立学区的教师培训计划和相关现场经验中嵌入创新、主动的学习教学经验，培养、支持和毕业至少 24 名新的物理、数学、化学和计算机科学教师。该项目的职前教师将包括 STEM 专业的本科生和拥有 STEM 学士学位的 STEM 专业人士。职前教师将在其准备课程中的各种环境中完成一系列连贯的三个学期的积极教学经验。在整个过程中，该项目将评估职前教师教学内容知识和教学信心水平的变化。通过优先考虑专业内容知识在支持主动教学策略中发挥的关键作用，该项目旨在了解如何通过使用既定的定量和定性数据收集工具（例如，STEBI；CoRe；RTOP）来瞄准和增长新教师知识的经验来提高自我效能、教学内容知识和教学效果。该项目有可能深入了解教学内容知识与教学效果之间的关系，以及教学内容知识如何随着时间的推移而发展。该项目旨在利用项目活动提高中学和本科生 STEM 课堂的主动学习水平，以及在这些 STEM 课堂中代表性不足的学生的参与度。此轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 STEM 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的持久性、保留性和有效性的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。