Empowering STEM Teachers with Earned Doctorates: A Noyce Program for Elementary and Middle School Mathematics Teachers

为 STEM 教师授予博士学位：针对中小学数学教师的诺伊斯计划

• 批准号: 2050606
• 负责人: Sarah Bush
• 金额: $ 145.94万
• 依托单位: The University of Central Florida Board of Trustees
• 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 2026-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050606&HistoricalAwards=false
• 关键词: Empowering; STEM; Teachers; Earned; Doctorates

This project aims to serve the national interest by providing novel and important information regarding the impact of K-12 STEM teachers with a doctorate degree and their roles as instructional leaders in their schools and district. By applying research-informed and equitable policies, practices, and structures, the project intends to increase the capacity and expertise of K-8 mathematics teachers to serve as leaders in their schools and districts. The project has the potential to incentivize, build precedence for, and professionalize the value of mathematics teachers with doctoral degrees in K-12 school settings, where research and practice can be readily linked. The 15 participating teachers will earn a specialized doctorate of education in K-8 Mathematics Education. They will also attend the University of Central Florida-Orange County Public Schools Teacher Leader Academy. This project aims to advance the impact of participating teachers by increasing their: 1) ability, knowledge, and social justice mindset; 2) mathematical content knowledge; 3) pedagogical content knowledge; and 4) leadership capacity. This project at the University of Central Florida (UCF) includes partnerships with Orange County Public Schools (OCPS), and City Year Orlando, a nonprofit whose members are young adults from diverse backgrounds serving one year of community service in OCPS as student success coaches. The project has the potential to be a transformative endeavor that will, through the 15 project teachers' dissertation studies, produce a broad collection of needed studies to inform the practical implementation of the four key recommendations outlined in the National Council of Teachers of Mathematics Catalyzing Change framework. Organized by three interconnected and synergistic components (e.g., Multilayered Coaching Cycles, Repositioning Mathematics as a Gateway, and Mentoring Underrepresented STEM Education Professionals), the UCF-OCPS Teacher Leader Academy will provide a structure and support for teachers to apply in their urban classroom settings. These structures and supports include the uprooting of inequitable policies, practices, and structures described in Catalyzing Change. The project will serve as an innovative model for empowering STEM teachers with earned doctorates and increasing diversity of teachers in STEM fields. The UCF-OCPS Noyce Teacher Leader Academy aims to directly impact more than 200 additional K-8 mathematics teachers, more than 30 administrators, the estimated 9000 students in the schools where the project's teachers teach, more than 200 City Year Orlando young adults, and 2000 students served by City Year Orlando. Both quantitative and qualitative methods will be used to determine evidence-based outcomes of the project. The project's leadership team will disseminate results of the project through national and regional presentations, refereed journal articles, and a publicly-available website of resources. This Track 3: Master Teaching Fellowships 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.

该项目旨在通过提供有关具有博士学位的K-12 STEM教师的影响及其在学校和地区的教学领导者角色的新颖和重要信息，为国家利益服务。通过采用以研究为依据的、公平的政策、做法和结构，该项目旨在提高K-8数学教师的能力和专业知识，使其成为所在学校和学区的领导者。该项目有可能激励具有博士学位的K-12学校数学教师，为他们建立优先地位，并使他们的价值专业化，在那里，研究和实践可以很容易地联系起来。15名参与的教师将获得K-8数学教育专业的教育学博士学位。他们还将参加中佛罗里达大学奥兰治县公立学校教师领导学院。该项目旨在通过提高参与教师的能力、知识和社会正义观念来提升他们的影响力；2)数学内容知识；3)教学内容知识；4)领导能力。中佛罗里达大学（UCF）的这个项目包括与奥兰治县公立学校（OCPS）和奥兰多城市年（City Year Orlando）合作。奥兰多城市年是一个非营利组织，其成员是来自不同背景的年轻人，在OCPS社区服务一年，担任学生成功教练。该项目有潜力成为一项变革性的努力，通过15名项目教师的论文研究，将产生广泛的所需研究集合，为全国数学教师委员会催化变革框架中概述的四项关键建议的实际实施提供信息。UCF-OCPS教师领导学院由三个相互关联和协同的组成部分（例如，多层教练周期，重新定位数学作为门户，以及指导代表性不足的STEM教育专业人员）组成，将为教师在城市课堂环境中应用提供结构和支持。这些结构和支持包括根除不公平的政策、做法和结构。该项目将成为一种创新模式，为拥有博士学位的STEM教师赋权，并增加STEM领域教师的多样性。UCF-OCPS Noyce教师领导学院旨在直接影响200多名K-8数学教师、30多名管理人员、项目教师所在学校的约9000名学生、200多名奥兰多市青年和2000名奥兰多市学生。定量和定性方法将用于确定项目的循证结果。该项目的领导团队将通过国家和地区报告、经评审的期刊文章和一个公开的资源网站来传播该项目的结果。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。