Building Capacity, Generating Knowledge, and Fostering Community to Define and Disseminate What Works in STEM Teacher Preparation for High-Need School Districts

建设能力、创造知识并培育社区，为高需求学区定义和传播 STEM 教师培训的有效方法

• 批准号: 2041597
• 负责人: Travis York
• 金额: $ 348.52万
• 依托单位: American Association for the Advancement of Science
• 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: 2020-10-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2041597&HistoricalAwards=false
• 关键词: Building; Capacity; Generating; Knowledge; Fostering

The project aims to serve the national need of advancing research about and use of evidence-based practices in STEM teacher preparation programs, particularly to prepare teachers who can support student success in high-need school districts. This project will build on and extend the efforts of the Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) network. This network connects Noyce Principal Investigators, and the teachers they prepare, and stakeholders outside the Noyce community who are engaged in advancing and using teacher preparation research. The project will use a three-pronged strategy: building capacity, generating/curating knowledge, and fostering community. Building capacity activities will focus on research and evaluation, and will include proposal preparation webinars and workshops, evaluator and faculty capacity-building workshops for better research/evaluation data, cultivation of next generation researchers, and a feasibility study regarding a shared database across Noyce projects. Generating/curating knowledge activities will identify in gaps in research literature and practice, and produce publications and related user-friendly research agenda. In addition, blogging about implications of recent research, commissioned papers on critical topics, and a STEM teacher recruitment working meeting will further research generation. Project activities for fostering community towards a culture of evidence will include enhancement of aaas-arise.org and maintenance of nsfnoyce.org; ARISE Community Content Webinar Series featuring multiple expert perspectives; and 2021, 2022, and 2023 Noyce Summits for up to 650 attendees each.This project at the American Association for the Advancement of Science (AAAS) responds to the pressing need to engage in collective work to transform teacher preparation into a more evidence-based profession. Thus, the proposed activities are designed to build on research and dissemination efforts to intentionally build capacity, generate knowledge, and foster community towards what works in STEM teacher preparation for high-need school districts. This project will connect the Noyce Principal Investigators to, and build a wider research community in support of, teacher educators, practitioners, and education researchers. Building on the work of the NRC committees, NASEM Teacher Workforce panel, NSF Principal Investigators, AAAS ARISE Initiatives, and related efforts, this project seeks to provide resources, tools, and community for current and prospective researchers who seek to expand the research base on STEM teacher education programs and professional development. Teacher education programs that are currently pursuing or may be inspired to pursue evidence-based changes in STEM teacher education and leadership development programs will benefit from these resources, tools, and community. This 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对STEM教师准备计划中循证实践的研究和使用的需求，特别是为能够支持学生在高需求学区取得成功的教师做好准备。该项目将建立在高需求学区（ARISE）网络中职前教师STEM教育的推进研究创新的基础上，并扩大其努力。这个网络连接诺伊斯主要研究者，他们准备的教师，和利益相关者以外的诺伊斯社区谁是从事推进和使用教师准备研究。该项目将采用三管齐下的战略：能力建设、产生/管理知识和促进社区发展。能力建设活动将侧重于研究和评估，并将包括提案准备网络研讨会和讲习班，评估员和教师能力建设讲习班，以获得更好的研究/评估数据，培养下一代研究人员，以及关于Noyce项目共享数据库的可行性研究。生成/管理知识活动将查明研究文献和实践中的差距，并编制出版物和方便用户的相关研究议程。此外，关于最近研究的影响的博客，关于关键主题的委托论文，以及STEM教师招聘工作会议将进一步促进研究的产生。促进社区走向证据文化的项目活动将包括增强aaas-arise.org和维护nsfnoyce.org; ARISE社区内容网络研讨会系列，具有多个专家观点;以及2021年，2022年和2023年诺伊斯峰会，每次最多650名与会者。美国科学促进协会（AAAS）的这个项目响应了参与集体工作的迫切需要，将教师准备转变为更加基于证据的职业。因此，拟议的活动旨在建立在研究和传播工作的基础上，有意识地建设能力，产生知识，并促进社区对高需求学区的STEM教师准备工作的努力。该项目将连接诺伊斯主要研究者，并建立一个更广泛的研究社区，以支持教师教育工作者，从业者和教育研究人员。在NRC委员会，NASEM教师劳动力小组，NSF首席调查员，AAAS ARISE倡议和相关工作的基础上，该项目旨在为寻求扩大STEM教师教育计划和专业发展研究基础的当前和未来研究人员提供资源，工具和社区。目前正在追求或可能受到启发，在STEM教师教育和领导力发展计划中追求循证变革的教师教育计划将受益于这些资源，工具和社区。该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。