Citizen Science Teachers: Noyce Residency Scholars Program for Western New York

该项目旨在满足全国的需要，在纽约西部的高需求学区增加多样化和有效的科学教师的数量和留住他们。该项目将以公民科学为重点，探索通过公民参与、研究当地环境以及与学校和社区合作采取变革性方法培养科学教师的创新战略。这一重点将与针对具体情况、以社区为基础的教师常驻方法相结合，研究表明，这种模式可以培养出反映更大人口多样性并具有明显更长教师保留期的教师。总而言之，以公民科学为重点和常驻办法可能会产生项目成果，有助于招聘、准备和留住高质量的科学教师，反映P-12学校学生的人口结构多样性。布法罗大学的这个项目包括与布法罗公立学校和尼亚加拉瀑布市学校的合作。该项目的总体目标是招聘、准备和留住20名科学教师，涵盖五个科学职业转换者和本科生生物、化学、物理和地球科学专业。预期该项目将有助于更深入地了解，结合以社区为基础的实地经验方法，对当地环境采取公民参与的方法，可以培养出高素质、具有文化和语言多样性的教师，并对P-12学校的科学参与和学习产生积极影响。利用调查、访谈和有关参与、保留和学业表现的数据，该项目将检验该项目在培养和吸引科学教师以及在高需求学校安置和留住这些教师方面的干预措施的有效性。项目成果将通过建立一系列统计模型进行分析，如横截面扫描电子显微镜模型和纵向模型。将用定性数据对定量数据进行三角测量，以提供对项目影响的更严格评估。项目成果将在期刊、关于STEM教师培训的专门会议以及增加STEM教师队伍多样性的开放场所以及通过在线报告和专著传播。研究结果可以为全国各地的教师教育项目提供有关P-12学校教师多样化的信息，尤其是科学教师。该项目还支持研究P-12学生的科学学习经验，以及由不同背景的教师推动的公民参与科学教学的影响。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(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。

This project aims to serve the national need of increasing the number and retention of diverse and effective science teachers in high-need school districts in Western New York. With a citizen science focus, this project will explore innovative strategies for preparing science teachers through civic engagement, study of local environments, and transformational approaches sustained in partnership with schools and communities. This focus will be paired with a context-specific, community-based teacher residency approach, a model that research has demonstrated to produce teachers who reflect greater demographic diversity and have notably longer retention as teachers. Taken together, a citizen science focus and residency approach may yield project outcomes that shed light on recruiting, preparing, and retaining high-quality science teachers that reflect the demographic diversity of students in P-12 schools. This project at the University at Buffalo includes partnerships with Buffalo Public Schools and Niagara Falls City Schools. The project’s overall goal is to recruit, prepare, and retain 20 science teachers across five cohorts of science career changers and undergraduate biology, chemistry, physics, and earth science majors. It is expected that project will contribute to a deeper understanding of how a civic engagement approach to local environments, when paired with a community-based approach to field experiences, can yield high quality, culturally, and linguistically-diverse teachers who have a positive impact on science engagement and learning in P-12 schools. Using surveys, interviews, and data about participation, retention, and academic performance, this project will examine the effectiveness of the project's interventions in preparing and engaging science teachers, and in placing and retaining these teachers in high-need schools. Project outcomes will be analyzed by building a series of statistical models, such as cross-sectional SEM models and longitudinal models. Quantitative data will be triangulated with qualitative data to provide a more rigorous assessment of project impact. Project findings will be disseminated in journals, at conferences dedicated to STEM teacher preparation as well as venues open to increasing the diversity of the ranks of STEM teachers, and through online reports and monographs. Findings can inform teacher education programs across the country regarding diversifying teachers in P-12 schools, with a particular focus on science teachers. This project also supports research on P-12 students’ science learning experiences and the impact of civically engaged science instruction facilitated by teachers from diverse backgrounds. 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.