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.

该项目旨在满足培养和留住高素质STEM教师的国家需要，这些教师能够在不同的课堂上实施文化响应教学。该项目解决了全国范围内高需求社区认证STEM教师日益短缺的问题。许多肯塔基州的STEM教师在他们的领域外授课，肯塔基州的学区正在崩溃的科学课程，减少STEM课程的提供。此外，STEM教师没有反映学生在文化和种族多元化课堂上的人口构成。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教师短缺的问题。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中提供STEM教师教育方面的协同效应，这些合作伙伴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、肯塔基州科学中心和肯塔基大学。贝拉明大学(BU)这一项目的目标包括招聘、准备、同行指导、学术支持和留住第一代和少数族裔STEM学生，这将在五年内培养出25名未来的高度合格的多样化STEM教师。一个基本的目标是，这些教师将了解文化响应式教学(CRT)，并将具备在高需求学校进行跨文化教学的能力。奖学金/津贴将颁发给主修数学的大三和大四成绩优异的本科生，以及拥有物理、生物、化学、生物化学和分子生物学或数学学士学位的研究生。认证将通过两种可能的途径之一获得。一种途径是通过针对STEM学科完成学士学位的STEM学生和STEM专业人员的中学和/或中学教师资格认证。第二条途径将提供给中等数学教育专业的本科数学专业的学生，以获得数学二级认证。该项目将在肯塔基科学中心为16名成绩优异的BU和KCTCS STEM本科生提供STEM教育暑期实习机会。该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。大四和大四期间的实地经验将在不同的环境下提供课堂教学经验。评估的相关数据将从调查、观察、CRT研讨会和制造商展会上的表现、暑期实习和垫子课程/实地经验中收集。将评估作为高需求学校未来6-12岁STEM教师的坚持性、保留率、结果/看法和成功。该项目将通过对评估问题的数据分析产生新的知识；结果将增加与CRT相关的STEM教师教育和准备方面不断增长的知识。项目结果和成果将通过会议发言和同行评议的期刊出版物进行传播。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。