Science and Mathematics Teachers Initiative Phase 3: Continuing to Improve Teacher Preparation and Retention through Real-World STEM Experiences

科学和数学教师倡议第三阶段：通过现实世界的 STEM 经验继续提高教师准备和保留率

• 批准号: 2151036
• 负责人: Jan Yow
• 金额: $ 145万
• 依托单位: University of South Carolina at Columbia
• 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: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151036&HistoricalAwards=false
• 关键词: Science; Mathematics; Teachers; Initiative; Phase

The project aims to serve the national need of preparing and retaining high-quality science and mathematics teachers. Teachers need to be equipped to teach a diverse population of students for an evolving world, especially in STEM. To further address this need, Science and Mathematics Teachers Initiative Phase 3 (SMTI P3) will partner with a local technical college to provide Scholars with hands-on experiences in their state-of-the-art STEM labs designed to prepare STEM professionals. The project aims to graduate 32 new science and mathematics emerging teacher leaders over five years. Recruitment will include students majoring in mathematics, statistics, biological sciences, chemistry, and physics. This project, which builds upon previously successful Noyce projects at the University of South Carolina, intends to develop Scholars' ability to effectively teach a diverse student population through innovative coursework, research-based interactive seminars, and immersive project-based learning experiences with the project's partnership school districts. Through the engagement of the Scholars in real-world STEM experiences, the project aims to support practicing teachers in authentic STEM classroom instruction. This effective science and mathematics instruction will help to inspire the next generation of STEM professionals.This project at the University of South Carolina includes partnerships with Richland 1 School District, Richland 2 School District, Lexington 2 School District, and Midlands Technical College. Project goals include preparing culturally competent science and mathematics teachers who implement lessons with real-world connections. The project will support STEM undergraduates and STEM post-baccalaureates. SMTI P3 is grounded in a four-part conceptual framework that addresses real-world STEM, STEM content knowledge, classroom experiences, and cultural competence. The project will investigate the impact of real-world STEM experiences on graduates' instructional practices. It also will continue a focus on investigating factors that impact mathematics and science teacher retention in high-need schools. The project's intellectual merit includes using research-based experience from its past projects to capitalize on partnerships with a technical college and high-needs districts to recruit, prepare, and ensure success during induction years for secondary science and mathematics teachers. Broader impacts include empirical evidence validated through the project evaluation, which may result in improved teacher education and retention for secondary science and mathematics teachers for diverse populations. Findings will be disseminated through local and national conferences as well as published in top-tier practitioner and research journals to ensure benefits of the project to the STEM education community. 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 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培养和留住高质量科学和数学教师的需要。教师需要有能力为不断变化的世界教授不同的学生，特别是在STEM领域。为了进一步满足这一需求，科学和数学教师计划第3阶段（SMTI P3）将与当地的技术学院合作，为学者提供最先进的STEM实验室的实践经验，旨在培养STEM专业人员。该项目的目标是在五年内毕业32名新的科学和数学新兴教师领导人。招聘的学生将包括数学、统计、生物科学、化学和物理专业的学生。该项目建立在南卡罗来纳州大学以前成功的Noyce项目的基础上，旨在通过创新的课程、基于研究的互动研讨会以及与项目合作学区的沉浸式项目学习体验，培养学者有效教授多样化学生群体的能力。通过学者参与真实世界的STEM经验，该项目旨在支持实践教师进行真实的STEM课堂教学。这种有效的科学和数学教学将有助于激励下一代STEM专业人士。南卡罗来纳州大学的这个项目包括与里奇兰1学区、里奇兰2学区、列克星敦2学区和米德兰技术学院的合作。项目目标包括培养具有文化能力的科学和数学教师，他们将课程与现实世界联系起来。该项目将支持STEM本科生和STEM学士后。SMTI P3基于一个由四部分组成的概念框架，涉及现实世界的STEM，STEM内容知识，课堂体验和文化能力。该项目将调查现实世界的STEM经验对毕业生的教学实践的影响。它还将继续重点调查影响高需求学校数学和科学教师保留的因素。该项目的智力价值包括利用其过去项目的研究经验，利用与技术学院和高需求地区的伙伴关系，招聘，准备和确保中学科学和数学教师在入职年期间取得成功。更广泛的影响包括通过项目评价验证的经验证据，这可能会改善教师教育，并留住不同人口的中学科学和数学教师。调查结果将通过地方和国家会议传播，并发表在顶级从业者和研究期刊上，以确保该项目对STEM教育界的好处。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。