Investigating how Opportunities to Learn Culturally Responsive Teaching Influence Beginning Elementary Mathematics Teachers’ Effectiveness and Retention

调查文化响应式教学的学习机会如何影响初级数学教师的有效性和保留率

• 批准号: 2243168
• 负责人: Leigh McLean
• 金额: $ 99.84万
• 依托单位: University of Delaware
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243168&HistoricalAwards=false
• 关键词: Investigating; how; Opportunities; Learn; Culturally

This project aims to serve the national need for preparing and retaining an effective elementary school STEM teaching workforce. The project addresses the need for elementary school teachers to be prepared to provide culturally responsive mathematics instruction to diverse populations of students in high-need schools. Culturally relevant approaches have been shown to support students’ mathematics learning. However, teacher education programs vary in how pre-service teachers are prepared to use culturally relevant instruction. Also, little is known about how beginning teachers apply these teaching approaches in mathematics teaching in elementary school classrooms. This project will explore how teacher education programs differ in their approaches to preparing elementary school teachers for culturally relevant mathematics teaching. The project will also investigate how teachers’ use of culturally relevant instruction influences their instructional effectiveness, student mathematics learning, and teacher retention in the profession. This research has the important potential to identify elements of teacher preparation that support beginning elementary school teachers in becoming effective, inclusive mathematics teachers who are retained in the field. Results could be broadly relevant for teacher education programs across the nation. This project at the University of Delaware includes partnerships with seven teacher preparation programs across the states of Delaware, Pennsylvania, North Carolina, and Arizona. The overarching project goal is to provide education policymakers and teacher education program leaders evidence about effective integration of culturally relevant instructional practices in pre-service teacher preparation programs and how preparation experiences translate into classroom practices used to teach mathematics in high-need elementary schools. The experienced research team aims to conduct a longitudinal, mixed-method research design that will, over three years, investigate a sample of 200 elementary school teachers. Teachers will include those working in minority-serving schools and prepared at minority-serving institutions. Investigations will span teachers' experiences during their final year of teacher preparation through their first two years of teaching. The research team will collect evidence about participating teachers’ opportunities to learn culturally relevant teaching and their attitudes towards culturally relevant teaching over time. Additionally, the research will collect classroom observation evidence to explore how teachers apply culturally relevant teaching practices in the context of their mathematics teaching, as well as access data on elementary school students’ mathematics learning outcomes. The research will use structural equation modelling to explore key mediating and moderating factors to understand how teacher education experiences influence beginning teachers’ effectiveness and retention. Further, the research will benefit from input and evaluation by an advisory board that includes experts in culturally relevant teaching, mathematics teaching and learning, and quantitative research methods. Findings will be disseminated to education policymakers and stakeholders, and program leaders overseeing teacher preparation through policy briefs, publications in practitioner-oriented outlets, and presentations at professional gatherings of teachers and preparation program leaders. This Track 4: Noyce Research 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需要，培养和保留一支有效的小学STEM教师队伍。该项目解决了小学教师需要做好准备，向高需求学校的不同学生群体提供符合文化要求的数学教学的需要。与文化相关的方法已被证明支持学生的数学学习。然而，教师教育课程在职前教师如何准备使用与文化相关的教学方面存在差异。此外，关于初任教师如何将这些教学方法应用于小学课堂的数学教学，也知之甚少。这个项目将探索教师教育项目在为小学教师准备与文化相关的数学教学方面的方法有何不同。该项目还将调查教师使用与文化相关的教学如何影响他们的教学效果、学生的数学学习以及教师在专业中的留任率。这项研究具有重要的潜力，可以确定教师准备的要素，以支持初任小学教师成为有效的、包容各方的数学教师，并保留在外地。结果可能与全国各地的教师教育项目广泛相关。特拉华大学的这个项目包括与特拉华州、宾夕法尼亚州、北卡罗来纳州和亚利桑那州的七个教师培训项目建立合作伙伴关系。该项目的总体目标是向教育政策制定者和教师教育方案负责人提供证据，证明在职前教师准备方案中有效地整合了与文化相关的教学实践，以及准备经验如何转化为课堂实践，用于在有高度需要的小学教授数学。这个经验丰富的研究团队旨在进行纵向、混合方法的研究设计，将在三年内调查200名小学教师的样本。教师将包括在少数群体服务学校工作的教师和在少数群体服务机构准备的教师。调查将涵盖教师在教师准备的最后一年到他们教学的头两年的经历。研究小组将收集参与教师学习文化相关教学的机会以及他们随着时间的推移对文化相关教学的态度的证据。此外，研究将收集课堂观察证据，以探索教师如何在其数学教学背景下应用与文化相关的教学实践，以及获取关于小学生数学学习结果的数据。本研究将使用结构方程模型来探索关键的中介和调节因素，以了解教师教育经历如何影响初任教师的有效性和留任力。此外，研究将受益于咨询委员会的投入和评估，咨询委员会包括与文化相关的教学、数学教学和学习以及定量研究方法方面的专家。调查结果将通过政策简报、在面向实践者的渠道上发表出版物以及在教师和预备计划领导人的专业聚会上发表演讲，向教育政策制定者和利益攸关方以及监督教师准备工作的计划领导人传播。这个Track 4：Noyce研究项目是由Robert Noyce教师奖学金计划(Noyce)支持的。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。