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准备高效的中学数学和科学教师的需求，这些教师被认为是STEM学科相对于其在一般人口中的人数代表性不足的种族和族裔人口的成员。研究表明，种族和民族多样化的学生在学术上做得更好，社会，和情感上与教师谁是类似的多样化。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一个桥梁教学计划，在准备阶段提供学习社区，在上岗/支持阶段提供实践社区。由一个团队的研究人员在草原视图A M大学（PVU）这个项目的特点与休斯敦独立学区（ISD），皇家ISD，谢尔顿ISD和春季ISD的合作伙伴关系。该项目为期五年，目标是培养24名不同种族和族裔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。项目活动的动机是社会认知职业理论，并将重点建立一个社区的种族和民族多样化的数学和科学教师诺伊斯学者。三个目标将指导项目的执行。首先是从早期大学高中和PVU数学和科学系招收学生参加桥梁教学计划。其次是通过学习社区的UTeach模式培养这些未来的教师。第三，也是最后一点，是通过实践社区在新认证的教师第一年的教学中提供支持。该项目的结果将有可能促进知识和理解的研究和循证STEM教师招聘，准备和保留战略，重点是建立社区方面的学生的自我效能，STEM身份，并在STEM教学的兴趣。该项目还具有积极影响社会的潜力，因为它增加了具有文化能力、教学知识和在高需求学区取得成功的性格的高效率的不同种族和民族的中学数学和科学教师的数量。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。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。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 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.