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对准备高素质科学教师的需求，这些教师拥有技术技能，可以帮助他们在高需求的学校有效教学。研究表明，不太富裕的学校教较少的年级水平的内容，提供重要的同步教学，更有可能提供纸质工作表包。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，数字内容交付，以及可以异步观看的预先录制的科学课程。该项目预计，教师更多地使用技术，可以支持在低贫困学校和高贫困学校之间实现更大的公平，特别是在长时间的远程教学期间。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，解决我们如何与科学教师合作，社交和教育科学教师。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、数字和混合环境中教学，最好地服务于他们将要服务的高需求学校。（Bayside High School，Forest Hills High School和Freeport High School），以及两个非正式的科学学习机构（纽约科学馆和黑岩森林联盟）。该项目的总体目标是提高来自不同文化社区的生物、化学、地球科学和物理学中等科学教育工作者的效率。为此，该项目旨在支持三个年度本科生和STEM专业人员群体的30名学者。为了支持完成纽约州对中学科学教学的许可要求，12名本科学者将获得为期两年的奖学金，18名STEM专业人员将获得为期一年的津贴。该项目旨在提供修订后的课程，旨在增强学者的技术内容知识、科学教学法和研究经验。预计该项目将有助于更深入地了解如何整合正式和非正式技术培训可以支持高素质，文化多样性的教师，谁将在高需求的学校推进科学素养的准备。这项工作的结果有可能通知全国各地的其他教师准备方案。这个轨道1：奖学金和津贴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。

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.