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需要准备和保留高素质的STEM教师的需求，这些老师可以在潜水员教室中实施具有文化反应的指示。该项目涉及全国范围内的高需求社区认证STEM教师的短缺。许多肯塔基州的STEM老师正在他们的领域内教书，肯塔基州的学区是崩溃的科学课程和减少STEM课程的报价。此外，STEM老师并不能反映在文化和种族多样的教室中学生的人口统计学。项目成果将包括在高需求学校中的STEM教师认证，以纪念肯塔基州的6-12 STEM教师短缺。 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教师教育的协同作用，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，肯塔基州科学中心和肯塔基大学。贝拉明大学（BU）的该项目的目标包括招聘，准备，同伴心理，学术支持以及第一代学生和少数族裔STEM学生的保留，这些学生将在五年内生产25名高素质的6-12个STEM教师。一个基本的目标是，这些教师将对文化反应灵敏的教学（CRT）有所了解，并等同于高需求学校的文化界限的教学。奖学金/津贴将授予其初中和高年级的数学专业的高成就的大学生，并授予最后一年的最后一年的研究生，他们拥有物理学，生物学，化学，生物化学，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。一条途径将是通过在教学后（MAT）中学和/或辅助教师认证的STEM学生和STEM专业人士的学士学位，他们在有针对性的STEM学科中获得学士学位。第二个途径将为本科数学专业的专业，他们是二级数学教育的双重专业，以获得数学的次要认证。该项目将在肯塔基州科学中心为STEM教育提供暑期实习，为16个高成就的本科BU和KCTCS STEM学生。项目团队还将在肯塔基大学实施以CRT为重点的专业学习经验。高级和垫子年期间的现场经验将在潜水员环境中提供课堂教学经验。评估的相关数据将从调查，观察结果，CRT半岛和制造商展览会，暑期实习以及MAT课程/现场经验中收集。将评估持久性，保留率，成果/看法以及作为高需求学校中的6-12个STEM教师的成功。该项目将通过评估问题的数据分析来产生新知识；结果将增加STEM教师教育和与CRT相关的准备知识的越来越多。项目的发现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。这首歌1：奖学金和津贴项目得到了罗伯特·诺伊斯教师奖学金计划（NOYCE）的支持。 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老师，并经验丰富的K-12老师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并使用基金会的智力优点和更广泛的影响审查标准，认为通过评估被认为是宝贵的支持。