Developing Digitally-rich Urban Teacher Leaders: Fostering and Sustaining a STEM Culture of Belonging, Access, Justice, Equity, Diversity, and Inclusion
培养数字丰富的城市教师领导者:培养和维持归属感、可及性、正义、公平、多样性和包容性的 STEM 文化
基本信息
- 批准号:2150922
- 负责人:
- 金额:$ 299.99万
- 依托单位:
- 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:2022-10-01 至 2027-09-30
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
The project aims to serve the national need of developing highly effective STEM teacher leaders, referred to a Master Teaching Fellows, prepared to be agents of change around issues of belonging, access, justice, equity, diversity and inclusion in STEM teaching and learning. The disruptions in school operations experienced during the COVID-19 pandemic have made even more visible serious inequities that exist in K-12 schools, and even more so in schools serving high-need students – calling for action to address these issues. The proposed project addresses these issues by first expanding the knowledge and skills in inclusive teaching practices of participating experienced and exemplary STEM teachers. This is accomplished through graduate coursework and content-focused coaching from professional mentors. To further broaden impact, the project supports the development of participating teachers’ skills and dispositions as teacher leaders and supports them in enacting their leadership. Their leadership is intended to assist other STEM teachers in creating safe, inclusive, and culturally responsive STEM learning environments. Coursework and mentored leadership experiences will help teachers develop these skills. Through this project, participating teachers are prepared to leverage digitally-rich resources into their teaching and to posses increased expectations in STEM for all students regardless of identity markers, including race, gender, sexual orientation, language, ability, and economic background. Through an action research project, participating teachers become more reflective practitioners and identify opportunities for self-improvement that will impact student learning.This project in the Warner School of Education & Human Development at the University of Rochester includes partnerships with the Rochester City School District, Elmira City School District, Jamestown City School District, and the Rochester Museum & Science Center. The project aims to recruit a cadre of 19 grade 7-12 exemplary and experienced mathematics and science teachers from across the three partner districts in Western New York for a five-year program leading to an MS in Inclusion and Special Education, along with advanced certificates in Teacher Leadership, Urban Teaching & Leadership, and Digitally-Rich Teaching and Learning in K-12 Schools. Fellows selected to the program are engaged in a continuous leadership seminar series to further develop their leadership skills and mentored in implementing a change project in their home district. Fellows also receive focused mentoring on coaching and professional learning. The external evaluation is designed to examine in what ways the project develops participating teachers’ digitally-rich teaching practices, culturally sustaining pedagogical practices, and teacher leadership practices. This Track 3: Master Teaching Fellowships 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培养高效 STEM 教师领导者的需求,即大师级教学研究员,准备成为围绕 STEM 教学和学习中的归属感、机会、正义、公平、多样性和包容性问题进行变革的推动者。 COVID-19 大流行期间学校运营受到干扰,使得 K-12 学校中存在的严重不平等现象更加明显,在为高需求学生服务的学校中更是如此,呼吁采取行动解决这些问题。拟议的项目首先通过扩展参与的经验丰富且堪称典范的 STEM 教师在包容性教学实践中的知识和技能来解决这些问题。这是通过研究生课程和专业导师以内容为中心的指导来完成的。为了进一步扩大影响,该项目支持参与教师作为教师领导者的技能和性格的发展,并支持他们发挥领导作用。 他们的领导力旨在协助其他 STEM 教师创造安全、包容和文化敏感的 STEM 学习环境。课程作业和指导的领导经验将帮助教师发展这些技能。通过这个项目,参与的教师准备在教学中利用丰富的数字资源,并对所有学生提高对 STEM 的期望,无论其身份标记如何,包括种族、性别、性取向、语言、能力和经济背景。通过行动研究项目,参与的教师成为更具反思性的实践者,并找到影响学生学习的自我完善机会。罗彻斯特大学华纳教育与人类发展学院的这个项目包括与罗彻斯特市学区、埃尔迈拉市学区、詹姆斯敦市学区以及罗彻斯特博物馆和科学中心的合作伙伴关系。该项目旨在从纽约州西部三个合作学区招募 19 名 7-12 年级模范且经验丰富的数学和科学教师,参加为期五年的项目,获得包容性和特殊教育硕士学位,以及教师领导力、城市教学与领导力以及 K-12 学校丰富数字化教学的高级证书。入选该计划的研究员将参加持续的领导力研讨会系列,以进一步发展他们的领导技能,并在其所在地区实施变革项目时得到指导。研究员还接受有关辅导和专业学习的重点指导。外部评估旨在审查该项目如何开发参与教师的丰富数字化教学实践、文化上可持续的教学实践和教师领导实践。此轨道 3:硕士教学奖学金项目由罗伯特·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 教师的有效性和保留率的研究。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。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Cynthia Callard其他文献
Synchronous Online Model for Mathematics Teachers' Professional Development
数学教师专业发展同步在线模型
- DOI:
10.4018/978-1-7998-1476-4.ch011 - 发表时间:
2020 - 期刊:
- 影响因子:0
- 作者:
Jeffrey Choppin;Julie M. Amador;Cynthia Callard;Cynthia Carson;Ryan Gillespie - 通讯作者:
Ryan Gillespie
20th anniversary of the WHO Framework Convention on Tobacco Control coming into force: time for a step change in ambition
《世界卫生组织烟草控制框架公约》生效20周年:是时候大幅提升目标了
- DOI:
10.1016/s0140-6736(25)00336-8 - 发表时间:
2025-03-01 - 期刊:
- 影响因子:88.500
- 作者:
Anna B Gilmore;Cynthia Callard;Deborah Sy;Blanca A Llorente;Upendra Bhojani;Catherine O Egbe;Stella Aguinaga Bialous - 通讯作者:
Stella Aguinaga Bialous
Cynthia Callard的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
{{ truncateString('Cynthia Callard', 18)}}的其他基金
Collaborative Research: Exploring the Impact of Noyce Master Teaching Fellowship Programs on Teacher Retention: The Role of Motivation, Leadership, and School-Work Environment
合作研究:探索诺伊斯大师教学奖学金计划对教师保留的影响:动机、领导力和学校工作环境的作用
- 批准号:
1950001 - 财政年份:2020
- 资助金额:
$ 299.99万 - 项目类别:
Standard Grant
Developing STEM Master Teachers to Lead Digital Conversion in K-12 Schools
培养 STEM 名师引领 K-12 学校数字化转型
- 批准号:
1758243 - 财政年份:2018
- 资助金额:
$ 299.99万 - 项目类别:
Continuing Grant
UR Noyce Master Teaching Fellows Program--Phase II: Leveraging Unique Opportunities to Develop STEM Teacher Leaders for Urban Schools
UR 诺伊斯硕士教学研究员计划 - 第二阶段:利用独特的机会为城市学校培养 STEM 教师领导者
- 批准号:
1540712 - 财政年份:2015
- 资助金额:
$ 299.99万 - 项目类别:
Standard Grant
相似海外基金
Digitally-Integrated Smart Sensing of Diverse Airborne Grass Pollen Sources
多种空气传播草花粉源的数字集成智能传感
- 批准号:
DP240103307 - 财政年份:2024
- 资助金额:
$ 299.99万 - 项目类别:
Discovery Projects
Transforming child mental health: co-designing, building and evaluating a digitally enabled, personalised, prevention pathway
改变儿童心理健康:共同设计、构建和评估数字化、个性化的预防途径
- 批准号:
MR/X034917/1 - 财政年份:2024
- 资助金额:
$ 299.99万 - 项目类别:
Fellowship
Digitally Assisted Power Amplifier Design with Enhanced Energy Efficiency
具有增强能效的数字辅助功率放大器设计
- 批准号:
LP220200906 - 财政年份:2024
- 资助金额:
$ 299.99万 - 项目类别:
Linkage Projects
Enhanced stratification of COPD patients via integration of a digitally enabled biomarker Point-of-Care test within a Remote Patient Monitoring tool
通过在远程患者监测工具中集成数字化生物标志物即时检测,增强 COPD 患者的分层
- 批准号:
10098600 - 财政年份:2024
- 资助金额:
$ 299.99万 - 项目类别:
Collaborative R&D
Accelerated Development of Pharmaceutical Processes Through Digitally Coupled Reaction Screening and Process Optimisation
通过数字耦合反应筛选和工艺优化加速制药工艺的开发
- 批准号:
EP/Z531339/1 - 财政年份:2024
- 资助金额:
$ 299.99万 - 项目类别:
Research Grant
Digitally inclusive, healthy ageing communities (DIHAC): A cross-cultural study in Japan, Republic of Korea, Singapore and Thailand
数字包容的健康老龄化社区 (DIHAC):日本、韩国、新加坡和泰国的跨文化研究
- 批准号:
23K20657 - 财政年份:2024
- 资助金额:
$ 299.99万 - 项目类别:
Grant-in-Aid for Scientific Research (B)
The 'Long COVID Education and Awareness Hub': A digitally integrated resource for patients, caregivers, and health care providers
“长期新冠病毒教育和意识中心”:为患者、护理人员和医疗保健提供者提供的数字集成资源
- 批准号:
495218 - 财政年份:2023
- 资助金额:
$ 299.99万 - 项目类别:
INTEGRATED, CIRCULAR, AND DIGITALLY SUPPORTED SUSTAINABLE SOLUTIONS FOR WASTE MINIMIZATION AND CARBON CAPTURE IN BUILDINGS AND THE CONSTRUCTION SECTOR
综合、循环和数字化支持的可持续解决方案,用于建筑物和建筑行业的废物最小化和碳捕获
- 批准号:
10080639 - 财政年份:2023
- 资助金额:
$ 299.99万 - 项目类别:
EU-Funded
Sustainable Fashion Digitally Enabled (SFDE)
数字化可持续时尚 (SFDE)
- 批准号:
10071657 - 财政年份:2023
- 资助金额:
$ 299.99万 - 项目类别:
Collaborative R&D
SCC-PG: Understanding the Technical and Social Challenges and Opportunities of Physically and Digitally Augmented Community Gardens
SCC-PG:了解物理和数字增强社区花园的技术和社会挑战和机遇
- 批准号:
2327014 - 财政年份:2023
- 资助金额:
$ 299.99万 - 项目类别:
Standard Grant