Teachers Organizing Diverse Opportunities Across a STEM Ecosystem

教师在 STEM 生态系统中组织多样化的机会

• 批准号: 2243359
• 负责人: Deena Gould
• 金额: $ 150万
• 依托单位: University of New Mexico
• 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 2028-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243359&HistoricalAwards=false
• 关键词: Teachers; Organizing; Diverse; Opportunities; Across

This project aims to serve the national need for developing K-12 science teacher leaders. The project is designed to support the development of science teacher leaders who will become known as Noyce Master Teaching Fellows (MTFs). These MTFs will learn to provide their students, as well as other science teachers, with success in a STEM learning ecosystem. A STEM learning ecosystem refers to the way a variety of environments, such as schools, community settings, families, businesses, and museums, converge to create an array of learning opportunities for students. When teachers connect school science with diverse ways that science is done across a STEM learning ecosystem, they can likely support a greater diversity of students in gaining interest in science and experiencing increased achievement in science. This project intends to develop, mentor, and retain a cadre of 12 experienced and exemplary science teachers to strengthen a STEM learning ecosystem by pursuing three objectives. First is to build relationships and leadership across the STEM learning ecosystem which includes families, informal and formal STEM organizations, and STEM career and college pathways. Second is to organize diverse learning experiences that leverage connections across the STEM learning ecosystem and that broaden student interest and success in K-12 science. Third, and finally, is to take advantage of mentoring to become leaders in a science teacher professional association. This project at the University of New Mexico includes partnerships with the Taos, Gallup-McKinley, and Cuba school districts as well as the New Mexico Science Teachers Association, two national laboratories, two businesses, two cultural and community associations, and three museums. Over five years the project intends to provide fellowships to 12 experienced and exemplary practicing teachers from grades K-12. Project goals include building capacity for greater formal and informal networking among K-12 science teachers and other people in the STEM learning ecosystem. The project plans to provide summer institutes, a system of mentoring and networking, and university online micro-courses to support science teacher leaders in advancing their leadership skills, pedagogical skills, and content knowledge. A main goal is for science teacher leaders to use their new knowledge and network connections to create, implement, conduct action research, and disseminate lessons with storylines that connect to family, community, laboratory, and workplace ways of doing science. The project builds on theoretical knowledge about the STEM learning ecosystem and a relational form of leadership called Maize leadership. Similar to an ecosystem perspective, the Maize Model will guide the MTFs to build relationships and respect for diverse people because of a core purpose of holistic interdependent balance and well-being in life. It honors Indigenous values and has demonstrated success in creating pathways to school leadership for diverse cadres of people in New Mexico. This Track 3: Master Teaching Fellowships 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对培养K-12科学教师领导者的需求。该项目旨在支持科学教师领袖的发展，他们将成为Noyce教学硕士研究员（mtf）。这些mtf将学会为他们的学生以及其他科学教师提供在STEM学习生态系统中取得成功的机会。STEM学习生态系统是指学校、社区、家庭、企业和博物馆等各种环境融合为学生创造一系列学习机会的方式。当教师将学校科学与STEM学习生态系统中的各种科学研究方式联系起来时，他们可能会支持更多样化的学生获得对科学的兴趣，并在科学方面取得更大的成就。该项目旨在培养、指导和留住由12名经验丰富、堪称典范的科学教师组成的骨干队伍，通过实现三个目标来加强STEM学习生态系统。首先是在整个STEM学习生态系统中建立关系和领导力，包括家庭、非正式和正式的STEM组织，以及STEM职业和大学途径。第二是组织多样化的学习体验，利用STEM学习生态系统之间的联系，扩大学生在K-12科学方面的兴趣和成功。第三，也是最后，利用师徒关系成为科学教师专业协会的领导者。新墨西哥大学的这个项目包括与陶斯、盖洛普-麦金利和古巴学区以及新墨西哥科学教师协会、两个国家实验室、两个企业、两个文化和社区协会以及三个博物馆的合作。该项目计划在五年内向12名从K-12年级的经验丰富的模范教师提供奖学金。项目目标包括在K-12科学教师和STEM学习生态系统中的其他人之间建立更多正式和非正式网络的能力。该项目计划提供暑期学院、指导和网络系统以及大学在线微课程，以支持科学教师领导者提高他们的领导技能、教学技能和内容知识。科学教师领导者的主要目标是利用他们的新知识和网络连接来创建、实施、开展行动研究，并通过与家庭、社区、实验室和工作场所的科学方法相关的故事情节传播课程。该项目建立在STEM学习生态系统的理论知识和一种称为玉米领导的关系型领导形式的基础上。与生态系统观点类似，玉米模型将指导mtf建立关系并尊重不同的人，因为其核心目的是实现整体的相互依存平衡和生活福祉。它尊重土著价值观，并成功地为新墨西哥州的不同干部创造了通往学校领导的途径。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。该奖项反映了美国国家科学基金会的法定使命，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。