Preparing Biology, Chemistry, Mathematics, and Computer Science Secondary School Teachers with Skills in Culturally Responsive Teaching

培养生物学、化学、数学和计算机科学中学教师的文化响应式教学技能

• 批准号: 2050388
• 负责人: Bonnie Maur
• 金额: $ 144.93万
• 依托单位: Sacred Heart 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: 2021-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050388&HistoricalAwards=false
• 关键词: Preparing; Biology; Chemistry; Mathematics; Computer

This project aims to serve the national need for a greater number of highly qualified STEM teachers. To do so, it plans to increase the number of STEM undergraduates who decide to pursue teaching careers. These emerging teachers will develop skills in culturally responsive teaching and asset-based perspectives to increase their effectiveness as teachers in high-need school districts. The project centers on supporting a pathway for community college STEM students to transfer to a four-year institution, complete their STEM baccalaureate degrees, and enter a STEM teacher preparation program. This pathway is intended to increase the number and diversity of highly qualified secondary STEM teachers, including individuals from low-income, first-generation, and/or military service backgrounds. The project will provide service-learning and STEM-based community activities to encourage STEM majors to explore teaching as a career. These activities will also form the foundation of a learning community in which preservice and new in-service STEM teachers can share and receive support. This project at Sacred Heart University includes partnerships with Housatonic Community College and Ansonia, Bridgeport, and Stratford Public Schools. The project goal is to increase the number of highly qualified STEM teachers and their effectiveness in high need schools. Over the five-year project, 18 biology, chemistry, mathematics, and computer science majors will earn bachelor’s degrees followed by a fifth year in which they will earn teacher certification in Connecticut and the state-required Master of Arts in Teaching. Individual Noyce Scholars may receive up to three years of support and will be required to serve as a classroom teacher in a high-need school district for two years for each of the scholarship years received. The project aims to develop the Scholars’ professional identities as highly effective STEM educators, enhance programming in culturally responsive pedagogy, and emphasize the importance of viewing high-need school populations through a strength-based lens. A longitudinal study will investigate the impact of increased familiarity with high-need communities on students’ assumptions about teaching in low-income urban schools. It will also examine the impacts of an undergraduate seminar and extensive field experiences on students’ intercultural competence. The project team expects to disseminate evidence regarding the developed curriculum, the efficacy of preparing preservice teachers in cultural competency, the value of service-learning, and the success of mentorship for novice teachers. 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对更多高素质STEM教师的需求。 为此，它计划增加决定从事教学职业的STEM本科生人数。 这些新兴教师将发展文化上的教学技能和基于资产的观点，以提高他们作为高需求学区教师的有效性。 该项目的中心是支持社区大学STEM学生转学到四年制大学，完成STEM学士学位，并进入STEM教师准备计划。该途径旨在增加高素质中学STEM教师的数量和多样性，包括来自低收入，第一代和/或兵役背景的个人。该计划将提供服务学习和以STEM为基础的社群活动，以鼓励STEM专业学生探索教学作为职业。这些活动也将成为一个学习社区的基础，在这个社区中，教师和新的在职STEM教师可以分享和获得支持。圣心大学的这个项目包括与胡萨托尼克社区学院和安索尼亚、布里奇波特和斯特拉特福德公立学校的合作。该项目的目标是增加高素质STEM教师的数量及其在高需求学校的有效性。在为期五年的项目中，18个生物学，化学，数学和计算机科学专业的学生将获得学士学位，然后在第五年获得康涅狄格州的教师认证和国家要求的教学艺术硕士学位。诺伊斯奖学金获得者可以获得长达三年的支持，并将被要求在获得奖学金的每一年在一个高需求学区担任两年的课堂教师。该项目旨在发展学者作为高效STEM教育者的专业身份，加强文化敏感教学法的规划，并强调通过基于实力的透镜看待高需求学校人口的重要性。一项纵向研究将调查学生对高需求社区的熟悉程度对低收入城市学校教学假设的影响。 它还将研究本科生研讨会和广泛的实地经验对学生的跨文化能力的影响。该项目小组希望传播证据，有关制定的课程，准备副教师的文化能力，服务学习的价值，和新手教师导师的成功的功效。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。