Building Capacity and Collaborations to Prepare Elementary Teachers for Cultivating Linguistically Just and Integrated STEM Education

该项目旨在满足国家对能力建设的需求，使K-5教师做好准备，以满足英语学习者在综合STEM教学和学习环境中的需求。这一重点在教师准备方面是必要的，因为田纳西州等州已成为移民的新门户，但教育工作者没有做好充分准备，以满足不断变化的学生群体的需求。该项目还旨在制定战略，增加黑人，土著和有色人种（BIPOC）教师候选人的数量，包括为社区大学生创造可实现的途径，他们自己通常是双语/多语种，成为语言多样的小学生的STEM教师。增加BIPOC的代表性，公立学校中语言多样化的教师有可能扩大学生从小就获得高质量STEM学习机会的机会。诺克斯维尔田纳西大学的这个项目将与语言多样化，高需求的公立学区及其附近的社区学院建立伙伴关系。四个项目目标将指导调查人员的工作。首先是评估教师的需求，他们准备在有大量语言多样性学生的学区教授综合STEM。其次是评估语言多样性或BIPOC社区大学学生对初级STEM教育途径的兴趣和需求。第三是确定一个公立学区及其附近的社区学院，以建立合作伙伴关系，并根据对招聘小学STEM教师的高度需求和兴趣来转移途径，这些教师准备在语言多样的环境中教授综合STEM。第四个也是最后一个目标是开发和配置一个新的小学教师教育计划，其中包括社区大学转学途径，重点是为K-5中的语言公正和综合STEM教育做好准备。该项目不仅有潜力贡献教师教育模式和框架，整合双语/多语教育和K-5 STEM教育的理论，而且还有助于满足教师准备支持BIPOC或语言多样化学生的STEM学习的需求。这个能力建设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。

This project aims to serve the national need for building capacity to prepare K-5 teachers to meet the needs of English language learners within an integrated STEM teaching and learning context. This focus is needed in teacher preparation because states such as Tennessee have become new gateways for immigration, but educators are underprepared to meet the needs of changing student populations. This project also seeks to develop strategies that will increase the pool of Black, Indigenous, and people of color (BIPOC) teacher candidates including creating achievable pathways for community college students, who are themselves often bilingual/multilingual, to become STEM teachers of linguistically diverse elementary students. Increasing the representation of BIPOC, linguistically diverse teachers in public schools has the potential to broaden students’ access to high-quality STEM learning opportunities from an early age.This project at the University of Tennessee, Knoxville will develop partnerships with a linguistically diverse, high-need public school district and its nearby community college. Four project goals will guide the work of the investigators. First is to assess the need for teachers who are prepared to teach integrated STEM in school districts with substantial populations of linguistically diverse students. Second is to assess the interest in and need for pathways into elementary STEM education for linguistically diverse or BIPOC community college students. Third is to identify a public school district and its nearby community college to form collaborative partnerships and transfer pathways based upon high need for and interest in recruiting elementary STEM teachers who are prepared to teach integrated STEM in linguistically diverse contexts. The fourth and final goal is to develop and configure a new elementary teacher education program with community college transfer pathways that focuses on preparing teachers for linguistically just and integrated STEM education in K-5. This project has the potential not only to contribute teacher education models and frameworks that integrate theories from bi-/multilingual education and STEM education in K-5, but also help meet the need for teachers prepared to support BIPOC or linguistically diverse students’ STEM learning. This Capacity Building 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.