Culturally Responsive Education of STEM Teacher Candidates

该项目旨在满足国家需要，增加进入STEM教师准备管道的STEM专业数量，以满足高需求中学日益增长的短缺。该项目将提供为期两年的奖学金和学术和课外支持二十八（28）有才华的本科STEM学生谁是主修生物学，化学，地球科学，或数学，并打算成为中学STEM教师。该项目的一个重要方向将是提供教师准备和上岗培训，强调有效的STEM学科内容知识，沿着文化上敏感的和基于地方的教学实践，使不同的学生群体参与STEM的成功学习经验。该项目的一个基本特点将是开发和实施无数的联网机会。其中包括创建一个专业学习社区（PLC），由大学教师，诺伊斯学者和合作的地方教育机构（LEAs）的STEM教师组成。与这个学习社区相关的其他项目组成部分将包括一系列研讨会、年度STEM教学会议、课堂观察、大学教师和在职教师对学者的指导，以及建立一个共享资源和协作的在线中心。教师准备项目举措，加上上岗培训和强调文化敏感的教育，将培养STEM教师，使新泽西和美国其他地区的高需求学校能够为学生提供强有力的包容性科学和数学教育。反过来，这将有助于为这些学生中的许多人提供一条建立STEM职业生涯的途径。该项目位于基恩大学，一个少数民族服务和西班牙裔服务机构，并利用与新泽西两个高需求城市相邻的LEA的合作伙伴关系，即联合学区和莱克伍德学区。该项目将以几个目标为指导。首先，在五年内，该项目将招募，提供奖学金，并准备了一套不同的二十八（28）高素质的学生，谁是本科专业的生物，化学，地球科学，或数学，成为STEM中学教师在高需求的学校。这一目标的必然结果是，50%的学者将是那些认为自己在STEM学科中代表性不足的种族和民族群体的学生。第二个目标是为该项目的学者提供各种网络活动，以提高STEM教师的准备，保留和课堂效率。贯穿各项活动的一条基本线索是强调文化上敏感的知识。对于第三个目标，该项目将通过STEM学科课程和项目以及该项目的教师准备和入门组件，为诺伊斯学者提供强大的STEM和教学内容知识。综合混合方法项目评估将提供形成性和总结性评估和反馈，并为专业学习社区的最佳实践和STEM教师准备和上岗的一般网络机会产生新的知识。项目调查人员将通过社交媒体，出版物，会议和研讨会演讲，夏季外展活动，与K-12地区教育工作者的交流以及该项目的在线STEM教师文化响应教育中心来传播调查结果，成功和挑战。这个轨道1：奖学金和津贴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 to increase the number of STEM majors entering the STEM teacher-preparation pipeline to fulfill growing shortages in high-need secondary schools. The project will provide two-year scholarships and academic and co-curricular support to twenty-eight (28) talented undergraduate STEM students who are majoring in biology, chemistry, earth sciences, or mathematics and intend to become secondary STEM teachers. An important direction of the project will be to provide teacher preparation and induction that emphasize effective STEM discipline content knowledge along with culturally responsive and place based pedagogical practices to engage diverse student populations in successful learning experiences in STEM. An underlying feature of the project will be the development and implementation of myriad networking opportunities. Included will be the creation of a professional learning community (PLC) composed of university faculty, Noyce Scholars, and STEM teachers at the partnering Local Education Agencies (LEAs). Related to this learning community, other project components will include a seminar series, an annual STEM teaching conference, classroom observations, mentoring of Scholars by college faculty and in-service teachers, and establishment of an online hub for sharing resources and collaboration. The teacher preparation project initiatives coupled with induction and an emphasis on culturally responsive education will develop STEM teachers who will enable high-need schools in New Jersey and other areas across the United States to provide their students a strong and inclusive science and mathematics education. In turn, this will help provide a pathway for many of these same students to establish STEM careers.This project is housed at Kean University, a minority serving and Hispanic serving institution, and leverages partnerships with two high-need urban adjacent LEAs in New Jersey, namely the Township of Union School District and the Lakewood Township School District. The project will be guided by several goals. First, over five years, the project will recruit, provide scholarships, and prepare a diverse set of twenty-eight (28) high-quality students, who are undergraduate majors in biology, chemistry, earth sciences, or mathematics, to become STEM secondary teachers in high-need schools. A corollary of this goal is that 50% of the Scholars will be students who identify as members of racial and ethnic groups that are underrepresented in their participation in STEM disciplines. A second goal is to provide a variety of networking activities for the project's Scholars to enhance STEM teacher preparation, retention, and classroom effectiveness. An underlying thread through the activities will be an emphasis on culturally responsive pedagogies. For a third goal, the project will provide Noyce Scholars with strong STEM and pedagogical content knowledge through STEM discipline coursework and projects as well as the project's teacher preparation and induction components. Comprehensive mixed-methods project evaluation will provide formative and summative assessment and feedback and generate new knowledge with respect to best practices for professional learning communities and networking opportunities in general for STEM teacher preparation and induction. Project investigators will disseminate findings, successes, and challenges through social media, publications, conference and workshop presentations, summer outreach activities, exchanges with area K-12 educators, and the project's online Culturally Responsive Education for STEM Teachers Hub. This Track 1: Scholarships and Stipends 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.