Teacher Experiences Advancing Mathematics and the Sciences

教师推动数学和科学发展的经验

• 批准号: 2147390
• 负责人: Michael Cosenza
• 金额: $ 120万
• 依托单位: California Lutheran University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2027-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2147390&HistoricalAwards=false
• 关键词: Teacher; Experiences; Advancing; Mathematics; Sciences

The project aims to serve the national need for a strong workforce of middle and high school STEM teachers who are equipped to teach STEM using evidence-based, culturally relevant instructional methods. At the national level, new teacher attrition rates are a significant problem – which is exacerbated in the STEM disciplines – and fewer than 18 percent of teachers identify as persons of color. This puts children from groups traditionally underrepresented in the STEM disciplines at a disadvantage, as research shows that exposure to same-race teachers has positive influences on academic performance and post-secondary aspirations of students. Thus, research has shown that diversity within the teaching workforce, as well as culturally relevant curricula, positively impacts K-12 students’ future academic and career success. This project aims to recruit a diverse cohort of aspiring teachers from among undergraduate students who are majoring in STEM, as well as STEM professionals who are considering teaching careers. Aspiring teachers will receive specialized training, Scholarships/Stipends, and mentoring, as well as start-up funds and support during their first year of teaching. This project at California Lutheran University includes partnerships with the Oxnard Union High School District and the Ventura Country STEM Network. Project goals include to: 1) recruit STEM undergraduates, recent STEM graduates, and career STEM professionals into the teaching profession; 2) provide robust, intensive academic and practical preparation in culturally relevant pedagogy, including age-appropriate instructional methods, to STEM students and professionals who are content/discipline experts but lack the methodologies and skills to teach a diverse community of young learners; 3) create a teacher pipeline from preparation to employment in a high-need local educational agency (school district); and 4) foster an atmosphere of inclusiveness through continuing education and networking to support and retain teachers. The project aims to produce 24 STEM teachers with mathematics and science degrees over five years. This project capitalizes on local academic and professional resources and relies on research that shows that teacher residency models nationwide have been proven to attract a higher proportion of people of color than the national average and boost success in retention. In addition to the financial support through Scholarships/Stipends, the project intends to provide specialized preparation in teaching STEM using subject-specific pedagogy, culturally relevant pedagogy, professional development, mentoring, startup funds, and networking. The project’s evaluation intends to investigate the modes of recruitment of STEM undergraduate students and STEM professionals into teaching which prove to be productive. It is also intended to examine the impact of cultural competency in pre-service training on teachers’ ability to better engage students. The impact of STEM-focused professional development/continuing education on work satisfaction will also be assessed. Results of the project are expected to provide evidence for local decision-makers on successful means by which to recruit and retain competent STEM educators for their schools. 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 effectiveness and retention 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强大的初中和高中STEM教师队伍的需求，这些教师能够使用基于证据的，文化相关的教学方法教授STEM。在国家一级，新教师流失率是一个重大问题-这在STEM学科中加剧-只有不到18%的教师认为自己是有色人种。这使得传统上在STEM学科中代表性不足的群体的儿童处于不利地位，因为研究表明，接触同种族教师对学生的学业成绩和中学后愿望有积极影响。因此，研究表明，教师队伍的多样性，以及文化相关的课程，积极影响K-12学生未来的学术和职业成功。该项目旨在从STEM专业的本科生以及正在考虑教学职业的STEM专业人士中招募多元化的有抱负的教师。有抱负的教师将接受专门培训，奖学金/津贴和指导，以及启动资金和支持在他们的第一年教学。加州路德大学的这个项目包括与奥克斯纳德联合高中学区和文图拉国家STEM网络的合作伙伴关系。项目目标包括：1）招募STEM本科生，最近的STEM毕业生和职业STEM专业人士进入教学行业; 2）为STEM学生和专业人士提供与文化相关的教学法，包括适合年龄的教学方法，提供强大的，密集的学术和实践准备，这些学生和专业人士是内容/学科专家，但缺乏教授多样化的年轻学习者社区的方法和技能; 3）在高需求的地方教育机构（学区）建立一个从准备到就业的教师管道;以及4）通过继续教育和建立网络来支持和留住教师，从而营造一种包容性的氛围。该项目的目标是在五年内培养24名拥有数学和科学学位的STEM教师。该项目利用当地的学术和专业资源，并依赖于研究表明，全国范围内的教师居住模式已被证明吸引了比全国平均水平更高比例的有色人种，并提高了保留的成功率。除了通过奖学金/津贴提供财政支持外，该项目还打算利用特定学科的教学法、文化相关的教学法、专业发展、指导、启动资金和网络，为STEM教学提供专门的准备。该项目的评估旨在调查STEM本科生和STEM专业人员的招聘模式，这些模式被证明是富有成效的。 它还旨在研究职前培训中的文化能力对教师更好地吸引学生的能力的影响。 还将评估以STEM为重点的专业发展/继续教育对工作满意度的影响。该项目的结果预计将为当地决策者提供证据，说明如何成功地为学校招聘和留住合格的STEM教育工作者。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。