Recruiting, Preparing, and Supporting Highly Qualified Kentucky Science and Mathematics Teachers

招聘、培养和支持高素质的肯塔基州科学和数学教师

• 批准号: 2149370
• 负责人: Akhtar Mahmood
• 金额: $ 145万
• 依托单位: Bellarmine University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2149370&HistoricalAwards=false
• 关键词: Recruiting; Preparing; Supporting; Highly; Qualified

This project aims to serve the national need of preparing and retaining highly qualified STEM teachers who can implement culturally responsive instruction in diverse classrooms. This project addresses the nationwide growing shortage of certified STEM teachers in high-need communities. Many Kentucky STEM teachers are teaching outside of their field, and school districts in Kentucky are collapsing science courses and reducing STEM course offerings. Additionally, STEM teachers do not reflect the demographic make of students in culturally and ethnically diverse classrooms. Project outcomes will include the certification of STEM teachers in high-need schools to remedy the 6-12 STEM teacher shortages in Kentucky. A STEM Teacher Education Learning Community will form a new ecosystem and provide synergy in STEM teacher education among the project’s collaborative partners, which include the Jefferson County Public School District, the Kentucky Community and Technical College System (KCTCS), Academies of Louisville, the Kentucky Science Center, and the University of Kentucky. The goals of this project at Bellarmine University (BU) include the recruitment, preparation, peer mentoring, academic support, and retention of first-generation and minority STEM students that will produce 25 prospective highly qualified diverse 6-12 STEM teachers over five years. An underlying goal is that these teachers will have an understanding of culturally responsive teaching (CRT) and will be equipped to teach across cultural boundaries in high-need schools. Scholarships/stipends will be awarded to high-achieving undergraduates in their junior and senior years majoring in Mathematics, and to graduate students in the final post-baccalaureate year, who have a bachelor’s degree in Physics, Biology, Chemistry, Biochemistry and Molecular Biology, or Mathematics. Certification will be obtained via one of two possible pathways. One pathway will be through a post-baccalaureate Master of Arts in Teaching (MAT) middle and/or secondary teacher certification for STEM students and STEM professionals who have completed a bachelor’s degree in a targeted STEM discipline. A second pathway will be available to undergraduate mathematics majors who are dual majoring in secondary mathematics education to obtain secondary certification in Mathematics. This project will provide summer internships in STEM education at the Kentucky Science Center to 16 high-achieving undergraduate BU and KCTCS STEM students. The project team will also implement a CRT-focused professional learning experience at the University of Kentucky. Field experiences during senior and MAT years will provide classroom teaching experience in a diverse setting. Relevant data for evaluation will be gathered from surveys, observations, performance in CRT seminars and Maker Fairs, summer internships, and MAT coursework/field experiences. Persistence, retention, outcomes/perceptions, and success as prospective 6-12 STEM teachers in high-need schools will be evaluated. This project will generate new knowledge through data analyses of evaluation questions; results will add to the growing body of knowledge in STEM teacher education and preparation relevant to CRT. Project findings and outcomes will be disseminated through conference presentations and peer-reviewed journal publication. 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培养和保留高素质 STEM 教师的需求，这些教师可以在不同的课堂上实施文化响应式教学。该项目解决了全国范围内高需求社区中认证 STEM 教师日益短缺的问题。许多肯塔基州 STEM 教师在其专业领域之外进行教学，肯塔基州的学区正在瓦解科学课程并减少 STEM 课程设置。此外，STEM 教师无法反映文化和种族多元化课堂中学生的人口构成。项目成果将包括对高需求学校的 STEM 教师进行认证，以弥补肯塔基州 6-12 名 STEM 教师的短缺问题。 STEM 教师教育学习社区将形成一个新的生态系统，并在该项目的合作伙伴之间提供 STEM 教师教育的协同效应，其中包括杰斐逊县公立学区、肯塔基州社区和技术学院系统 (KCTCS)、路易斯维尔学院、肯塔基科学中心和肯塔基大学。贝拉明大学 (BU) 该项目的目标包括招募、准备、同伴指导、学术支持和保留第一代和少数族裔 STEM 学生，将在五年内培养 25 名未来高素质、多元化的 6-12 STEM 教师。一个根本目标是这些教师将了解文化响应式教学 (CRT)，并有能力在高需求学校进行跨文化教学。奖学金/助学金将颁发给大三和大四数学专业的优秀本科生，以及学士学位后最后一年的研究生，这些学生拥有物理、生物学、化学、生物化学和分子生物学或数学学士学位。认证将通过两种可能的途径之一获得。一种途径是为已完成目标 STEM 学科学士学位的 STEM 学生和 STEM 专业人士提供学士后教学硕士学位 (MAT) 初中和/或中学教师认证。第二条途径将为双修中学数学教育的数学专业本科生提供，以获得数学中学证书。该项目将为 16 名 BU 和 KCTCS STEM 优秀本科生提供肯塔基州科学中心 STEM 教育暑期实习机会。项目团队还将在肯塔基大学实施以 CRT 为重点的专业学习体验。高年级和 MAT 年级的现场经验将为您提供多元化环境中的课堂教学经验。用于评估的相关数据将从调查、观察、CRT 研讨会和创客博览会的表现、暑期实习以及 MAT 课程作业/现场经验中收集。将评估高需求学校未来 6-12 名 STEM 教师的坚持性、保留率、成果/看法和成功。该项目将通过评估问题的数据分析产生新的知识；结果将丰富与 CRT 相关的 STEM 教师教育和准备方面不断增长的知识体系。项目调查结果和成果将通过会议演讲和同行评审的期刊出版物进行传播。此轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 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高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的持久性、保留性和有效性的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。