Building a Community of Mathematics and Science Teachers through the Application of Social Cognitive Career Theory

该项目旨在满足国家的需要，培养高效率的中学数学和科学教师，他们将在STEM学科中占比低于其在一般人口中的比例的种族和族裔人口中识别为成员。研究表明，种族和民族不同的学生在学业、社交和情感上与同样不同的老师在一起表现得更好。该项目旨在解决此类教师短缺的问题。该项目将在招聘阶段提供与教学衔接的计划，在准备阶段提供学习社区，并在入职/支持阶段提供实践社区。这个项目由草原景观农工大学(PVU)的一组研究人员领导，与休斯顿独立学区(ISD)、皇家ISD、谢尔顿ISD和春天ISD建立了合作伙伴关系。这个为期五年的项目的目标是让24名不同种族和民族的学生成为数学和科学教师。这些本科生将通过PVU教学计划获得教师认证，同时完成STEM学科的本科学位。项目活动是由社会认知职业理论推动的，将侧重于建立一个由不同种族和族裔的数学和科学教师组成的社区，作为诺伊斯学者。三个目标将指导项目的执行。首先是从大学预科高中招收学生，并从北大数学和科学系内部招募学生参加衔接教学计划。第二，在学习社区中通过UTeach模式培养这些未来的教师。第三，也是最后一点，是通过实践社区支持新获得认证的教师在他们的第一年教学。该项目的成果将潜在地促进对基于研究和证据的STEM教师招聘、准备和保留战略的了解和理解，这些战略的重点是在学生的自我效能感、STEM认同感和对STEM教学的兴趣方面建立社区。该项目还有可能对社会产生积极影响，因为它增加了具有文化能力、教学知识和性格的高效、种族和族裔多元化的中学数学和科学教师的数量，使他们能够在高需求学区取得成功。项目评价将侧重于从个案研究的角度描述和评估执行和成果的总体质量。使用传统和非传统渠道的传播计划将传播和放大该项目的智力价值和更广泛的影响。这个Track 1：奖学金和津贴项目由罗伯特·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 preparing highly effective secondary mathematics and science teachers who identify as members of racial and ethnic populations that are underrepresented in STEM disciplines relative to their numbers in the general population. Research shows that racially and ethnically diverse students do better academically, socially, and emotionally with teachers who are similarly diverse. This project aims to address the shortage of such teachers. The project will offer a bridge-to-teaching program during the recruitment phase, learning communities during the preparation phase, and a community of practice during the induction/support phase. Led by a team of investigators at Prairie View A&M University (PVU) this project features partnerships with the Houston Independent School District (ISD), Royal ISD, Sheldon ISD, and Spring ISD. The five-year project goal is to prepare 24 racially and ethnically diverse students to be mathematics and science teachers. These undergraduate students will earn their teacher certification through the PVU Teach Program while completing an undergraduate degree in their STEM discipline. Project activities are motivated by social cognitive career theory and will focus on building a community of racially and ethnically diverse mathematics and science teachers as Noyce Scholars. Three objectives will guide the execution of the project. First is to recruit students from early college high schools and from within the PVU mathematics and science departments to participate in a bridge-to-teaching program. Second is prepare these prospective teachers through the UTeach model in learning communities. Third, and finally, is to support the newly certified teachers during their first year of teaching through a community of practice. The project results will potentially advance knowledge and understanding of research- and evidence-based STEM teacher recruitment, preparation, and retention strategies focused on building community in terms of students’ self-efficacy, STEM identity, and interest in STEM teaching. The project also has the potential to positively impact society by increasing the number of highly effective racially and ethnically diverse secondary mathematics and science teachers who possess the cultural competence, pedagogical knowledge, and disposition to be successful in high-need school districts. Project evaluation will focus on describing and assessing the overall quality of implementation and outcomes from a case study perspective. The dissemination plan using traditional and non-traditional outlets will communicate and amplify the project’s intellectual merit and broader impacts. 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.