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在能力建设方面的需要，培养K-5级教师，以满足STEM综合教与学背景下英语学习者的需要。这一重点在教师培训中是必要的，因为田纳西州等州已经成为移民的新门户，但教育工作者没有做好充分准备，以满足不断变化的学生人口的需求。该项目还寻求制定战略，以增加黑人、土著和有色人种(BIPOC)教师候选人的数量，包括为社区大学学生创造可行的途径，使他们成为语言不同的小学生的STEM教师。增加BIPOC的代表性，公立学校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。这个位于诺克斯维尔田纳西大学的项目将与语言多样化、高需求的公立学区及其附近的社区大学发展合作伙伴关系。四个项目目标将指导调查人员的工作。首先是评估是否需要准备在有大量不同语言学生的学区教授综合STEM的教师。第二是评估不同语言或BIPOC社区学院的学生对进入初级STEM教育的兴趣和需要。第三是确定一个公立学区及其附近的社区大学，根据对招聘准备在不同语言环境中教授综合STEM的初级STEM教师的高度需求和兴趣，形成合作伙伴关系和转移途径。第四个也是最终目标是开发和配置一个新的初级教师教育计划，该计划具有社区大学的转学途径，重点是为K-5的语言公正和综合STEM教育的教师做准备。该项目不仅有可能提供整合双语/多语言教育和K-5 STEM教育理论的教师教育模式和框架，而且还有助于满足准备支持BIPOC或语言不同学生STEM学习的教师的需求。该能力建设项目由罗伯特·诺伊斯教师奖学金计划(NOYCE)提供支持。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。

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.