A Community-Based Approach to Inclusive STEM Teacher Preparation

基于社区的包容性 STEM 教师准备方法

• 批准号: 2151027
• 负责人: Janelle Johnson
• 金额: $ 119.99万
• 依托单位: Metropolitan State University of Denver
• 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: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151027&HistoricalAwards=false
• 关键词: Community; Based; Approach; Inclusive; STEM

This project aims to serve the national interest by preparing confident, flexible, effective teachers who can connect with diverse students and their families in high-need schools. This project also focuses on learning about ways to support teachers’ own social-emotional needs. Both goals are especially important in today’s context of ever more diversifying public schools and the ongoing strains due to the COVID-19 pandemic and social conflict. Teachers who understand the application of STEM concepts to real world problems can serve to increase relevance and application of content for all students, especially those students from diverse communities. STEM educators focused on closing opportunity gaps recognize the need for more interdisciplinary approaches in STEM to cultivate equitable and inclusive practices in high-need schools. The approach of this project is student-centered, in both the ways it will support Noyce Scholars as learners, and the ways it will help STEM teachers center the diverse needs of their own students.This project at Metropolitan State University of Denver includes partnerships with Aurora Public Schools, the Aurora Public Schools: Action Zone, and the Early College of Arvada. Project goals over this five-year period include offering funding coupled with comprehensive support for 17 undergraduate and post-baccalaureate mathematics and science Scholars during their teacher preparation program and transition into teaching. This project features a new teacher induction program focused on capacity building, community building, and social-emotional learning. Its components include near peer mentoring, a professional learning community, co-teaching, and lesson study. These efforts are situated on a foundation of previously funded Noyce programs, built over the past five years to foster a community of learners. Participants are expected to develop a sense of belonging, shared mission, and increased professional competencies. The project is designed to support outcomes including inclusive STEM teaching and learning, field experiences, near peer mentoring, interdisciplinary connections, family engagement, and vertical integration across the grades. Broader impacts and intellectual merit are grounded in an investigation of the impact of integrating interdisciplinary STEM experiences and connections in STEM teacher preparation and new teacher induction support. The external evaluation is intended to ensure that implementation processes are working efficiently and effectively and will provide summative data about the impact of the program and its various elements on participating students. Dissemination will occur through a range of local, regional, and national practitioner networks. 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, 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.

该项目旨在通过培养自信，灵活，有效的教师来服务于国家利益，这些教师可以与高需求学校的不同学生及其家庭建立联系。该项目还侧重于学习如何支持教师自己的社会情感需求。在当今公立学校日益多样化以及COVID-19大流行和社会冲突造成的持续压力的背景下，这两个目标尤为重要。了解STEM概念应用于真实的世界问题的教师可以为所有学生，特别是来自不同社区的学生增加内容的相关性和应用。专注于缩小机会差距的STEM教育工作者认识到，需要在STEM领域采取更多跨学科的方法，以便在高需求的学校中培养公平和包容的做法。这个项目的方法是以学生为中心，在两种方式，它将支持诺伊斯学者作为学习者，它将帮助STEM教师中心自己的学生的多样化需求的方式。这个项目在丹佛大都会州立大学包括与奥罗拉公立学校，奥罗拉公立学校：行动区，和阿瓦达早期学院的合作伙伴关系。在这五年期间的项目目标包括提供资金，再加上全面支持17个本科和学士后数学和科学学者在他们的教师准备计划和过渡到教学。该项目的特点是一个新的教师上岗培训计划，重点是能力建设，社区建设和社会情感学习。它的组成部分包括近同行指导，专业学习社区，共同教学和课程研究。这些努力是建立在以前资助的诺伊斯计划的基础上的，该计划是在过去五年中建立的，旨在培养一个学习者社区。期望参与者培养归属感、共同的使命和增强的专业能力。该项目旨在支持成果，包括包容性的STEM教学和学习，实地经验，近同行指导，跨学科联系，家庭参与和跨年级的垂直整合。 更广泛的影响和知识价值是基于对整合跨学科STEM经验和STEM教师准备和新教师入职支持的联系的影响的调查。外部评估的目的是确保实施过程的有效性和效率，并将提供有关该计划及其各种元素对参与学生的影响的总结性数据。传播将通过一系列地方、区域和国家从业者网络进行。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干本科专业和专业人士成为有效的K-12干教师和经验丰富，在高需求的学区。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。