Preparing and Retaining Secondary Mathematics Teachers Who Implement Diversity and Equity Practices in High-Need Schools

培养和留住在高需求学校实施多元化和公平实践的中学数学教师

• 批准号: 2151091
• 负责人: Jane Wilburne
• 金额: $ 120万
• 依托单位: Pennsylvania State Univ University Park
• 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=2151091&HistoricalAwards=false
• 关键词: Preparing; Retaining; Secondary; Mathematics; Teachers

This project aims to serve the national need of recruiting, preparing, and retaining a robust and diverse workforce of secondary mathematics teachers who implement culturally responsive mathematics instruction in high-need schools. The project directly addresses the documented nationwide shortage of secondary mathematics teachers and the high faculty attrition experienced by schools serving high-need communities. It seeks to build a teacher education program that will prepare prospective teachers to teach secondary mathematics using innovative teaching approaches that combine mathematical modeling, emerging technologies, and culturally responsive practices. The project involves hands-on coursework and rich field experiences in secondary classrooms at partner schools. These experiences have the potential to build preservice teachers’ skills in teaching mathematics and in meaningfully incorporating students’ cultural backgrounds and home languages in school learning. A comprehensive induction support system will include mathematics coaches who will provide instructional and social-emotional support to the secondary mathematics teachers to promote their retention in high-need schools upon completion of the project. Project outcomes include the certification of secondary mathematics teachers who will be supported into careers in high-need schools, and the establishment of a vigorous teacher education program that will continue to fill documented workforce shortages even after the conclusion of funding. This project at Penn State Harrisburg (PSH) includes partnerships with Harrisburg, Central Dauphin, Middletown Area, Steelton-Highspire, and Susquehanna Township School Districts. Project goals include enhancing the current teacher certification program and increasing the number of certified secondary mathematics teachers who will be well prepared to make a positive difference in secondary students’ learning of mathematics through long-term careers in high-need classrooms. The project is particularly focused on recruiting 16 racially and ethnically diverse prospective teachers (scholars) over five years who are undergraduate mathematics majors or post-baccalaureate candidates who have an undergraduate degree in mathematics or other STEM disciplines. Additional project outcomes include a positive impact on the scholars’ self-efficacy beliefs towards culturally responsive mathematics teaching and their capacity to select, design, and implement mathematical-modeling activities in high-need classrooms. The project builds on research that demonstrates that planning for diversity can promote higher student engagement and performance. The project’s broader impacts include preparing secondary mathematics teachers who can develop mathematical-modeling activities that leverage students’ cultural and linguistic capitals, along with emerging technologies, to support students’ active engagement in and learning of mathematics. The innovative mathematics curriculum that results from the project will be shared through a project website, the university scholarly repository, professional-development offerings, publications, and presentations at state and national mathematics education conferences. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce 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 schools. 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招聘，准备和保留强大而多样化的中学数学教师队伍的需求，这些教师在高需求的学校实施文化敏感的数学教学。该项目直接解决了全国范围内记录在案的中学数学教师短缺问题以及为高需求社区服务的学校所经历的教师流失问题。它旨在建立一个教师教育计划，将准备未来的教师教中学数学使用创新的教学方法，结合联合收割机数学建模，新兴技术和文化响应的做法。该项目包括在伙伴学校的中学课堂上进行实践课程和丰富的实地经验。这些经验有可能提高中学教师的数学教学技能，并有意义地将学生的文化背景和母语纳入学校学习。一个全面的入职支持系统将包括数学教练，他们将为中学数学教师提供教学和社会情感支持，以促进他们在项目完成后留在需求高的学校。项目成果包括对中学数学教师进行认证，这些教师将得到支持，进入高需求学校的职业生涯，并建立一个充满活力的教师教育计划，即使在资助结束后，该计划也将继续填补有记录的劳动力短缺。 宾夕法尼亚州立大学哈里斯堡分校（PSH）的这个项目包括与哈里斯堡、中央多芬、米德尔敦地区、斯蒂尔顿-海茨皮尔和萨斯奎汉纳镇学区的合作。项目目标包括加强目前的教师认证计划，增加经过认证的中学数学教师的数量，这些教师将做好充分准备，通过在高需求教室的长期职业生涯，对中学生的数学学习产生积极影响。该项目特别侧重于在五年内招募16名种族和民族多样化的未来教师（学者），他们是本科数学专业或拥有数学或其他STEM学科本科学位的学士后候选人。其他项目成果包括对学者的自我效能信念对文化响应的数学教学和他们的能力，选择，设计和实施教学建模活动在高需求的教室产生积极影响。该项目建立在研究的基础上，研究表明，规划多样性可以促进更高的学生参与度和表现。该项目更广泛的影响包括培养中学数学教师，使他们能够开发利用学生的文化和语言资本的数学建模活动，沿着新兴技术，以支持学生积极参与和学习数学。该项目产生的创新数学课程将通过项目网站，大学学术知识库，专业发展产品，出版物以及州和国家数学教育会议上的演讲进行共享。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯奖学金计划（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，成为高需求学校的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智力价值和更广泛的影响审查标准进行评估，被认为值得支持。