Emerging and Effective Culturally Relevant Practices for Mathematics and Science Teaching in High Needs Schools

该项目由罗伯特·诺伊斯教师奖学金计划（Noyce）资助，旨在满足国家对高质量数学和科学教学的需求。该项目的一个关键组成部分包括举办三次年度区域会议、虚拟和面对面研讨会以及专业发展网络研讨会。年度区域Noyce会议将促进Noyce学者、研究员和项目领导团队（包括STEM和教育教师）之间的互动。会议和相关活动将为职前和在职数学和科学教师提供专业成长经验和社区建设机会。这些努力有可能建立一个由教师和教师教育者组成的既定网络，他们将分享教师准备项目成果、数学和科学教学课程，以及使教师继续从事这一职业的指导策略。该网络的结构将满足高需求学校和地区对循证实践社区的需求。在诺伊斯学者和研究员之间保持专业的实践网络可以帮助支持教师的整体满意度和长期坚持在不同的教室和教学专业。伊利诺伊州立大学的这个项目将包括与密苏里大学圣路易斯分校、南伊利诺伊大学爱德华兹维尔分校和堪萨斯州立大学的合作。在三年的时间里，该项目将：(i)为职前和在职数学和科学教师建立学习社区；（ii）使用基于证据的教学实践来增加Noyce项目领导层和中西部地区Noyce学者之间的个人和专业联系；（三）提高Noyce学者和研究员对数学和科学教学的文化相关实践的理解和实施。该项目每年将平均为500名Noyce社区成员提供服务。年度会议和补充正在进行的活动将为Noyce项目提供支持网络，目标是提高整个中西部Noyce项目的有效性。诺伊斯中西部地区包括16个州：阿肯色州、爱荷华州、伊利诺伊州、印第安纳州、堪萨斯州、肯塔基州、密歇根州、明尼苏达州、密苏里州、内布拉斯加州、北达科他州、俄亥俄州、俄克拉荷马州、南达科他州、西弗吉尼亚州和威斯康星州。Noyce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，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值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 Robert Noyce Teacher Scholarship Program (Noyce), this project aims to serve the national need for high quality mathematics and science teaching and learning. A key component of the project includes hosting three annual regional conferences, virtual and face-to-face workshops, and professional development webinars. The annual regional Noyce conferences will facilitate interactions among Noyce Scholars, Fellows, and project leadership teams, including both STEM and education faculty. The conferences and accompanying activities will provide professional growth experiences and community building opportunities for preservice and practicing mathematics and science teachers. These efforts have potential to develop an established network of teachers and teacher educators who will share teacher preparation programmatic results, mathematics and science instructional lessons, and mentoring strategies for keeping teachers engaged in the profession. The structure of the network will respond to the need for evidence-based communities of practice in high-need schools and districts. Sustaining professional networks of practice among Noyce Scholars and Fellows can help to support overall teacher satisfaction and long-term persistence in diverse classrooms and the teaching profession. This project at Illinois State University will include partnerships with University of Missouri - St. Louis, Southern Illinois University - Edwardsville, and Kansas State University. Over three years, the project will: (i) develop learning communities for preservice and inservice mathematics and science teachers; (ii) use evidence-based teaching practices to increase the personal and professional connections among Noyce project leadership and Noyce Scholars in the Midwest region; and (iii) increase the understanding of and enhance the implementation of culturally relevant practices for mathematics and science teaching and learning among Noyce Scholars and Fellows. The project will serve an average of 500 members of the Noyce community each year. The annual conferences and supplemental ongoing activities will provide a network of support to Noyce projects with the goal of improving Noyce project effectiveness throughout the Midwest. The Noyce Midwest region includes 16 states: Arkansas, Iowa, Illinois, Indiana, Kansas, Kentucky, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, and Wisconsin. 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.