Authentic Research in STEM Educator Preparation for Issues of Culture, Justice, and Equity

针对文化、正义和公平问题的 STEM 教育者准备的真实研究

• 批准号: 2150622
• 负责人: Loralyn Cozy
• 金额: $ 84.64万
• 依托单位: Illinois Wesleyan 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: 2022-02-15 至 2027-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150622&HistoricalAwards=false
• 关键词: Authentic; Research; STEM; Educator; Preparation

The project aims to serve the national need of recruiting and preparing high-quality and diverse teachers in STEM disciplines to teach in high-need schools. Teachers that share attributes with students of color are important as role models for success in STEM. However, high-need school districts often have a small percentage of teachers of color. This project will increase the percentage of teachers of color in high-need schools and improve the overall academic success of students in these schools. The project will use direct recruitment at local high-need schools to identify prospective teachers. Once recruited, prospective teachers will engage in a week-long science introduction experience prior to starting classes at the university with the goal of creating a community of learners. They will engage in STEM education that uses current teaching methods and participate in food and agriculture related research to further foster their interests in STEM. Teaching preparation will involve extended practice in the classroom and hands-on learning. As a part of the education of these prospective teachers, they will also learn about issues of culture, justice, and equity. New, practicing teachers will be supported by university faculty mentoring and post-graduation workshops.This project at Illinois Wesleyan University includes partnerships with Bloomington District 87 and McLean County Unit District No. 5 Public Schools. Project goals will include adding up to twenty new STEM teachers of color over five years to teach in high-need schools in a manner that supports the partnering school districts’ objectives of recruiting a more diverse STEM teaching force. The project will prepare biology, chemistry, mathematics and physics teachers with a strong foundation in research, improving experience-informed STEM teaching in community high-need schools. Further, the project will add to the well-documented benefits of STEM undergraduate research experiences (UREs) by exploring the ways in which UREs impact preservice teachers. Through the guidance of faculty mentors, the emphasis on food and food production in the UREs will offer the preservice teachers an authentic and relatable context for investigating complex STEM issues. The ways in which rigorous STEM content acquired through local and familiar means may be effective at fostering teacher content knowledge and retaining STEM educators. A sustainable model to recruit, train, and mentor teachers of color in the STEM education field will be implemented, assessed, modified when needed, and disseminated to institutions and investigators wishing to enhance preservice STEM teacher education. The potential increase in STEM teacher retention through rigorous preparation and mentoring that fosters a sense of professional community will also be analyzed. 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 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招聘和准备STEM学科高质量和多样化教师的需求，以便在高需求的学校任教。与有色人种学生共享属性的教师作为STEM成功的榜样非常重要。然而，高需求学区的有色人种教师比例往往很小。 该项目将增加高需求学校中有色人种教师的比例，并提高这些学校学生的整体学业成绩。该项目将在当地高需求学校直接招聘，以确定未来的教师。一旦被招募，未来的教师将在大学开始上课之前进行为期一周的科学介绍体验，目的是创建一个学习者社区。他们将参与STEM教育，使用当前的教学方法，并参与食品和农业相关的研究，以进一步培养他们对STEM的兴趣。教学准备将涉及课堂上的扩展实践和动手学习。作为这些未来教师教育的一部分，他们还将学习文化，正义和公平问题。新的实习教师将得到大学教师指导和毕业后研讨会的支持。伊利诺伊州卫斯理大学的这个项目包括与布卢明顿87区和麦克莱恩县第五区公立学校的合作伙伴关系。项目目标将包括在五年内增加多达20名有色人种的新STEM教师，以支持合作学区招募更多样化的STEM教师队伍的目标的方式在高需求学校任教。该项目将为生物，化学，数学和物理教师提供坚实的研究基础，改善社区高需求学校的经验丰富的STEM教学。此外，该项目将通过探索URES影响副教授的方式来增加STEM本科研究经验（URES）的好处。通过教师导师的指导，在URES食品和食品生产的重点将提供一个真实的和相关的背景下调查复杂的STEM问题的教师。通过当地和熟悉的手段获得严格的STEM内容的方式可能有效地促进教师内容知识和留住STEM教育工作者。在STEM教育领域招募，培训和指导有色人种教师的可持续模式将在需要时实施，评估，修改，并传播给希望加强副STEM教师教育的机构和调查人员。还将分析通过严格的准备和指导来提高STEM教师保留率的可能性，以培养专业社区感。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。