Preparing Highly Qualified STEM Teachers to Support Effective Learning in Remote, In-person, and Hybrid Learning Environments

该项目旨在满足国家的需要，培养高素质的科学教师，他们拥有帮助他们在高需求学校有效教学的技术技能。研究表明，不太富裕的学校教授的年级水平的内容较少，提供的同步教学意义重大，而且更有可能提供纸质作业包。相反，研究表明，更富裕的学校使用技术与教师进行现场会议，以数字方式交付内容，以及可以异步观看的预先录制的科学课程。该项目预计，增加教师对技术的使用可以促进低贫困和高贫困学校之间的更大公平，特别是在较长的远程教学期间。该项目建立在与非正式科学学习组织的综合合作以及基于大学的技术培训的基础上，这些培训解决了我们如何与科学教师合作、社交和教育的问题。这项工作的一个直接目标是培养高素质的科学教师，他们可以在物理、数字和混合环境中授课，最好地服务于他们将服务的高需求学校。这个项目在纽约州立大学皇后学院，包括与三所高需求当地高中(贝赛德高中、森林丘陵高中和自由港高中)以及两个非正式科学学习机构(纽约科学馆和黑岩森林联盟)的合作。该项目的总体目标是提高来自不同文化社区的生物、化学、地球科学和物理中学科学教育人员的效率。为此，该项目寻求在三个年度本科生和STEM专业人员队列中支持总共30名学者。为了支持完成纽约州中学理科教学的许可要求，12名本科生奖学金将获得两年奖学金，18名STEM专业人员将获得一年津贴。该项目旨在提供一个修订的课程，旨在提高学者的技术含量知识，科学教学和研究经验。预计该项目将有助于更深入地了解将正式和非正式技术培训结合起来如何能够支持培养高素质、具有文化多样性的教师，从而提高高需求学校的科学素养。这项工作的结果有可能为全国其他教师培训计划提供参考。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12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、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need of preparing highly qualified science teachers who have a technological skillset that helps them teach effectively in high-need schools. Research suggests that less affluent schools teach less grade-level content, offer significant synchronous instruction, and are more likely to provide paper worksheet packets. Conversely, research demonstrates that more affluent schools use technology for live conferences with teachers, digital delivery of content, and pre-recorded science lessons that can be viewed asynchronously. The project expects that increasing teachers’ use of technology can support greater equity between low-poverty and high-poverty schools, particularly during extended periods of remote instruction. The project builds on integrated collaboration with informal science learning organizations, as well as college-based technology training that addresses how we work with, socialize, and educate science teachers. A direct goal of this effort is to prepare highly qualified science teachers who can teach in physical, digital, and hybrid environments that best serve the high-need schools in which they will serve.This project at Queens College, CUNY, includes partnerships with three high-need local high schools (Bayside High School, Forest Hills High School, and Freeport High School), as well as two informal science learning agencies (the New York Hall of Science and the Black Rock Forest Consortium). The project’s overall goal is to improve the effectiveness of biology, chemistry, geoscience, and physics secondary science educators from culturally diverse communities. To this end, the project seeks to support a total of 30 Scholars across three annual cohorts of undergraduate students and STEM professionals. To support completion of New York State licensing requirements for secondary science teaching, twelve undergraduate Scholars will receive two-year scholarships and eighteen STEM professionals will receive one-year stipends. The project aims to deliver a revised curriculum intended to enhance Scholars' technological content knowledge, science pedagogies, and research experience. It is expected that the project will contribute to a deeper understanding about how integrating formal and informal technology training can support the preparation of highly qualified, culturally diverse teachers who will advance scientific literacy in high-need schools. The results of this work have the potential to inform other teacher preparation programs across the country. 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 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.