Preparing, Supporting, and Retaining Elementary Mathematics Specialists in High-need Urban Schools

在高需求的城市学校培养、支持和留住基础数学专家

• 批准号: 1950064
• 负责人: Susan Auslander
• 金额: $ 228.27万
• 依托单位: Georgia State University Research Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2024-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950064&HistoricalAwards=false
• 关键词: Preparing; Supporting; Retaining; Elementary; Mathematics

The project aims to serve the national need of increasing the number of elementary mathematics specialists in high-need urban schools. Inclusion of an elementary mathematics specialist on a team of teachers has potential to systemically improve mathematics education, build students’ mathematical capacity to succeed, and increase student achievement in mathematics. Too few students in the U.S. are attaining high levels of mathematics learning, compounded by persisting gaps in mathematics achievement. This project aims to improve mathematics teacher effectiveness and teacher leadership in elementary schools in which many students have great economic needs and are from groups that are traditionally underrepresented in STEM fields. The project focuses on the recruitment, preparation, support, and retention of elementary mathematics specialists who deliver rigorous mathematics instruction and serve as mathematics teacher leaders. This project at Georgia State University includes partnerships with the metro Atlanta school district Gwinnett County Public Schools and the nonprofit Corners Outreach. Project goals include to: (1) recruit successful, experienced, and diverse elementary mathematics teachers from high-need schools that serve underrepresented student populations to become elementary mathematics specialists; (2) increase the number of elementary mathematics specialists in these schools through evidence-based preparation in two university endorsement programs; (3) develop elementary mathematics specialists who are highly effective mathematics teachers and teacher leaders; and (4) support and retain elementary mathematics specialists as they serve as teacher leaders, including coaching university teacher candidates, in these schools. This five-year project will involve 26 in-service elementary teachers, aiming to promote mathematics equity and access, support teacher retention in high-need schools, and situate teacher candidates in a hiring pipeline. The project's teachers will be prepared and supported as elementary mathematics specialists through completion of the K-5 Mathematics Endorsement and Teacher Support & Coaching Endorsement. In addition to completing these two endorsements, teachers will also engage in a Professional Learning Community and one-on-one mentoring. Evaluation and research involving mixed methods will demonstrate how the intentional and continuous project components affect the mathematical content knowledge, instructional practices, beliefs, and teacher leader skills of elementary mathematics specialists. Results have the potential to advance understandings in the areas of mathematics teacher education and professional development, particularly of elementary mathematics specialists in high-need schools. This Track 3: Master Teacher Fellowships 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.

该项目旨在满足国家在高需求城市学校增加小学数学专家人数的需求。将小学数学专家纳入教师队伍有可能系统地改善数学教育，培养学生成功的数学能力，并提高学生的数学成绩。 在美国，很少有学生能达到高水平的数学学习，加上数学成绩的持续差距。 该项目旨在提高小学数学教师的有效性和教师领导力，因为许多学生有很大的经济需求，并且来自传统上在STEM领域代表性不足的群体。 该项目的重点是招聘，准备，支持和保留的小学数学专家谁提供严格的数学教学，并担任数学教师领导。 格鲁吉亚州立大学的这个项目包括与亚特兰大大都会学区Gwinnett县公立学校和非营利组织Corners Outreach的合作。 项目目标包括：（1）从高需求的学校招募成功的，经验丰富的和多样化的小学数学教师，这些学校为代表性不足的学生群体提供服务，成为小学数学专家;（2）通过两个大学认可计划的循证准备，增加这些学校的小学数学专家的数量;（3）培养高效的数学教师和教师领导者的小学数学专家;以及（4）支持和留住小学数学专家，因为他们在这些学校担任教师领导，包括指导大学教师候选人。 这个为期五年的项目将涉及26名在职小学教师，旨在促进数学公平和机会，支持高需求学校的教师保留，并在招聘管道中招聘教师候选人。 该项目的教师将通过完成K-5数学认可和教师支持教练认可，作为小学数学专家进行准备和支持。除了完成这两个认可，教师还将参与专业学习社区和一对一的指导。 涉及混合方法的评估和研究将展示有意和持续的项目组件如何影响小学数学专家的数学内容知识，教学实践，信念和教师领导技能。 研究结果有可能促进对数学教师教育和专业发展领域的理解，特别是对高需求学校的小学数学专家的理解。这个轨道3：硕士教师奖学金项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。 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

Elementary Mathematics Specialists as Emergent Informal Teacher Leaders in Urban Schools: Engagement and Navigations

初等数学专家作为城市学校新兴非正式教师领导者：参与和导航

• DOI: 10.1080/19477503.2022.2139096
• 发表时间: 2023
• 期刊: Investigations in Mathematics Learning
• 作者: Swars Auslander, Susan;Tanguay, Carla L.;Myers, Kayla D.;Bingham, Gary E.;Caldwell, Sterline;Vo, Michael
• 通讯作者: Vo, Michael

Dimensions of Successful Elementary Teachers' Effectiveness during Professional Development

成功小学教师在专业发展过程中的有效性维度

• 发表时间: 2021
• 期刊: Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Swars Auslander, S.