Preparing Secondary STEM Teachers to Improve STEM Learning in High-need Schools by Applying Restorative Justice in Education

通过在教育中应用恢复性司法，帮助中学 STEM 教师提高高需求学校的 STEM 学习水平

• 批准号: 2050250
• 负责人: Paul Yoder
• 金额: $ 118.24万
• 依托单位: Eastern Mennonite University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050250&HistoricalAwards=false
• 关键词: Preparing; Secondary; STEM; Teachers; Improve

This project aims to serve the national need to increase the number and diversity of highly effective STEM teachers in high-need school districts. To address this need, the project will recruit, prepare, graduate, place, and support 24 STEM majors to become secondary mathematics and science teachers. These STEM majors will earn bachelor’s degrees in biology, chemistry, computer science, or mathematics and be eligible to earn secondary teaching certification in one of these disciplines. An innovative aspect of the project is its focus on restorative justice in education, which can transform school climate by building relationships that support student learning, success, and identity in STEM. The project will build upon strengths at the institution, including expanded recruitment activities to increase the number of diverse STEM teaching candidates, teaching opportunities/field experiences in high-need schools, mentoring and peer relationships, and new in-service teacher supports. This project at Eastern Mennonite University includes a partnership with Harrisonburg City Public Schools. Project goals include implementing restorative justice in education across diverse school settings, improving learning outcomes and teacher retention in local school communities, and providing an innovative, replicable model for teacher preparation. Increased collaboration with the partnering school district will prepare qualified STEM teachers, add meaningful supports for new teacher retention, and strengthen restorative justice in education professional development. Project objectives include to: 1) Recruit, support, and graduate 24 biology, chemistry, computer science, and mathematics majors with secondary education certification; 2) Engage the project's pre-service STEM teachers in training about restorative justice in education, as well as in mentoring relationships and field experiences; 3) Place and retain the project's graduating pre-service STEM teachers in high-need school districts; 4) Institutionalize and sustain successful elements of the project; and 5) Study the impact of integrating restorative justice in education into the curriculum for pre-service and professional development of in-service STEM teachers in high-need school districts. New knowledge will be generated through investigating two research questions: 1) To what extent and in what ways does a restorative justice-infused curriculum help pre-service and early-career STEM teachers feel prepared to meet the challenges associated with teaching in culturally and linguistically diverse school settings? and 2) Which project elements are associated with the development of one or more aspects of equitable practice? External evaluation will provide formative feedback for continuous improvement during implementation, and project results and lessons learned will be shared with the community so that effective methods and practices can be replicated at similar institutions and teacher training programs. 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.

该项目旨在满足国家在高需求学区增加高效STEM教师数量和多样性的需求。为了满足这一需求，该项目将招募、准备、毕业、安置和支持24名STEM专业的学生成为中学数学和科学教师。这些STEM专业将获得生物学，化学，计算机科学或数学学士学位，并有资格获得这些学科之一的二级教学认证。该项目的一个创新方面是其对教育中的恢复性司法的关注，这可以通过建立支持学生学习，成功和STEM身份的关系来改变学校氛围。该项目将利用该机构的优势，包括扩大招聘活动，以增加多样化STEM教学候选人的数量，在高需求学校的教学机会/实地经验，指导和同伴关系，以及新的在职教师支持。 东门诺派大学的这个项目包括与哈里森堡市公立学校的合作。项目目标包括在不同的学校环境中实施教育中的恢复性司法，改善当地学校社区的学习成果和教师留用率，并为教师培训提供一个创新的、可复制的模式。加强与合作学区的合作将培养合格的STEM教师，为新教师的保留增加有意义的支持，并加强教育专业发展中的恢复性司法。项目目标包括：1）招聘，支持和毕业24个生物，化学，计算机科学和数学专业的中学教育证书; 2）让该项目的职前STEM教师参加关于教育中恢复性司法的培训，以及指导关系和实地经验; 3）将该项目即将毕业的职前STEM教师安置并保留在高需求学区; 4）将项目的成功要素制度化并保持下去; 5）研究将教育中的恢复性司法纳入高需求学区在职STEM教师的职前和专业发展课程的影响。通过调查两个研究问题将产生新的知识：1）在何种程度上，以何种方式恢复性的正义注入课程帮助职前和早期职业STEM教师感到准备好迎接与文化和语言多样化的学校环境中的教学相关的挑战？（2）哪些项目要素与公平做法的一个或多个方面的发展有关？外部评估将为实施过程中的持续改进提供形成性反馈，项目成果和吸取的经验教训将与社区分享，以便类似机构和教师培训方案可以复制有效的方法和做法。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。