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对培养高效中学数学和科学教师的需求，这些教师被认为是STEM学科中相对于一般人口中人数不足的种族和民族群体的成员。研究表明，种族和民族多元化的学生在学业、社交和情感上与同样多元化的教师相处得更好。这个项目旨在解决这类教师的短缺问题。该项目将在招聘阶段提供教学桥梁，在准备阶段提供学习社区，在入门/支持阶段提供实践社区。该项目由Prairie View A&amp；M大学（PVU）的一组研究人员领导，与休斯顿独立学区（ISD）、皇家独立学区、谢尔登独立学区和Spring独立学区合作。这个为期五年的项目目标是培养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教学计划获得教师证书，同时完成STEM学科的本科学位。项目活动的动机是社会认知职业理论，并将重点放在建立一个种族和民族多样化的数学和科学教师社区作为诺伊斯学者。三个目标将指导项目的执行。首先，从大学早期高中和PVU数学系和科学系招收学生，参加“桥梁教学”项目。其次，通过UTeach模式在学习社区中培养这些未来的教师。第三，也是最后一点，是通过实践社区在新认证教师的第一年教学期间提供支持。该项目的结果将有可能促进对基于研究和证据的STEM教师招聘、准备和保留策略的认识和理解，这些策略侧重于在学生自我效能感、STEM身份和对STEM教学的兴趣方面建立社区。该项目还可能通过增加具有文化能力、教学知识和性格的高效、种族和民族多样化的中学数学和科学教师的数量，对社会产生积极影响。这些教师将在高需求学区取得成功。项目评估将侧重于从案例研究的角度描述和评估实施的整体质量和结果。利用传统和非传统渠道的传播计划将传播和扩大项目的知识价值和更广泛的影响。本项目由Robert Noyce教师奖学金项目（Noyce）资助。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。

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.