Enhancement of STEM Teacher Agency Through Authentic Experiences in Mathematics and Science

通过数学和科学的真实经验增强 STEM 教师的能动性

• 批准号: 2050256
• 负责人: William McComas
• 金额: $ 144.5万
• 依托单位: University of Arkansas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050256&HistoricalAwards=false
• 关键词: Enhancement; STEM; Teacher; Agency; Through

This project aims to serve the national interest by recruiting and preparing highly effective secondary mathematics and science teachers for service in high need schools. The project will recruit 18 prospective mathematics and science teachers, who will concurrently earn a Master of Arts in Teaching and teaching licensure. These Master Teaching Fellows will supported financially and receive professional development through their first four years of teaching in high-need secondary schools. The project features a unique focus on the development of teacher agency, which is the ability to actively plan and do things that enhance their growth as teachers. The project intends to develop teacher agency by focusing on the authentic practice of science and mathematics. A primary approach the project will take to engage teachers and students in authentic STEM practice will be ongoing involvement in school-based science, mathematics, and engineering fairs. To help them further engage in authentic practice, the prospective teachers will be mentored by university scientists and mathematicians on individual research projects. Through the focus on agency and authenticity, the project expects the prospective teachers will see themselves as scientists, which in turn will increase their effectiveness and commitment as STEM teachers. It also expects that these teachers will be able to mentor their students to develop agency as STEM learners, supporting greater success of their students in STEM. This six-year project at the University of Arkansas (UA) includes partnerships with Springdale Arkansas Public Schools, UA Center for Mathematics and Science Education, and three non-profit organizations (Springdale Education Foundation, Amazeum, and Arkansas STEM Coalition). These partnerships will serve as a framework for recruiting and preparing 18 STEM post-baccalaureates (in two cohorts of nine) for secondary teacher licensure in the disciplines of biology, chemistry, mathematics, or physics and completion of the 11-month UA Master of Arts in Teaching program. A key aspect of the project is its focus on the development of personal agency (empowerment and ability in a specific domain) and its potential to impact attitudes and achievement in subjects such as science and mathematics. Agency is an important element of personal fulfillment and success but has thus far not featured strongly as a goal in teacher preparation, particularly with respect to authentic practices. Project leaders will explore questions related to efficacy of the strategies, implementation in field settings, and impacts on students. The project will follow and support the 18 teachers over the six-year award period and prepare them to be successful teachers and leaders who embrace the richness of culture and diversity as they launch a teaching career in a high-need school. The project leadership team will collect data to inform the building and dissemination of this model of STEM teacher preparation that combines engagement in authentic practice with the development of agency in the preparation of highly effective STEM teachers. This Track 2 Teaching Fellowships project is supported through the Robert Noyce 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.

该项目旨在通过招聘和培养高效率的中学数学和科学教师来服务于高需求学校，从而服务于国家利益。该项目将招聘18名未来的数学和科学教师，他们将同时获得教学和教学文科硕士证书。这些主要教学研究员将通过在高需求中学任教的头四年获得财政支持和专业发展。该项目的特点是独特地关注教师代理的发展，即积极计划和做有利于教师成长的事情的能力。该项目旨在通过关注科学和数学的真实实践来发展教师代理。该项目将采取的一个主要方法是让教师和学生参与真正的STEM实践，即继续参与以学校为基础的科学、数学和工程博览会。为了帮助他们进一步从事真正的实践，未来的教师将由大学科学家和数学家在个人研究项目上进行指导。通过对代理和真实性的关注，该项目预计未来的教师将把自己视为科学家，这反过来将增加他们作为STEM教师的有效性和承诺。它还希望这些教师能够指导他们的学生发展成为STEM学习者，支持他们的学生在STEM中取得更大的成功。阿肯色大学(UA)的这个为期六年的项目包括与阿肯色州斯普林代尔公立学校、阿肯色州数学和科学教育中心以及三个非营利性组织(斯普林代尔教育基金会、Amazeum和阿肯色州STEM联盟)的合作。这些合作伙伴关系将作为一个框架，招募和准备18名STEM后学士学位毕业生(分两组，每组9人)，以获得生物、化学、数学或物理学科的中学教师资格，并完成为期11个月的亚利桑那大学文科硕士教学计划。该项目的一个关键方面是其重点是发展个人能力(在特定领域的赋权和能力)及其对科学和数学等学科的态度和成就产生影响的潜力。代理是个人成就感和成功的一个重要因素，但到目前为止还没有作为教师培训的一个重要目标，特别是在真正的实践方面。项目负责人将探讨与这些策略的有效性、在现场环境中的实施以及对学生的影响相关的问题。该项目将在六年的获奖期内跟踪和支持18名教师，并使他们成为成功的教师和领导者，在他们在一所高需求学校开始教学生涯时拥抱丰富的文化和多样性。项目领导小组将收集数据，为建立和传播这一STEM教师培训模式提供信息，该模式将参与真实实践与发展机构在培养高效STEM教师方面相结合。该Track 2教学奖学金项目由罗伯特·诺伊斯奖学金计划(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。