Incorporating Communities of Practice and Research Experiences into the Preparation of High School STEM Teachers

将实践和研究经验社区纳入高中 STEM 教师的培养

• 批准号: 2243491
• 负责人: Dorene Huvaere
• 金额: $ 119.82万
• 依托单位: Lewis University
• 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=2243491&HistoricalAwards=false
• 关键词: Incorporating; Communities; Practice; Research; Experiences

This project aims to serve the national need for preparing highly qualified high school STEM teachers. It has the important goal to prepare 30 high school STEM teachers across the subjects of Biology, Chemistry, Physics, and Mathematics to serve in high-need schools in Illinois. The project is designed to support the development and retention of STEM teacher candidates in multiple ways. These future teachers will participate in an on-going support community during their preparation and early teaching years. This STEM education community aims to bring together teacher candidates, university faculty, mentor teachers, and teacher alumni of the program. In addition, prospective teachers will complete extensive classroom field experiences and coursework focused on culturally responsive teaching practices to prepare them to be successful in STEM classrooms in high-need schools. Finally, prospective teachers will have the opportunity to participate in laboratory research experiences and be supported in developing curricular materials that translate their research experiences into classroom lessons for their future students. Through a combination of financial and programmatic support, the project aims to produce high school STEM teachers who can succeed and persist in STEM classrooms in high-need schools and inspire future generations of students to pursue STEM learning and careers.This project at Lewis University includes partnerships with three high-need school districts in the Greater Chicagoland area in Illinois: Valley View Public School District U365, Joliet Township High School District 204, and Bremen High School District 228. Project goals include recruiting, supporting, and retaining 30 undergraduates, who obtain degrees in a STEM discipline, and become secondary STEM teachers. Support of these Noyce Scholars in their early years of teaching is intended to enhance their retention as classroom teachers. Teacher candidates will be recruited from undergraduate Biology, Chemistry, Physics, and Mathematics majors, which include significant numbers of transfer students and students who identify as members of racial and ethnic populations that are underrepresented in STEM disciplines relative to their numbers in the general population. A new Equity in STEM Education course will be developed to expand secondary STEM teacher preparation in culturally responsive teaching practices. Learning community activities aim to provide STEM professional development to area K-12 teachers in addition to prospective STEM teachers. Project activities are designed to support prospective teachers in deepening their content knowledge, developing skills in culturally responsive teaching practices, engaging in communities of practice, and experiencing STEM research within their discipline. Activities are designed to improve the retention and effectiveness of future secondary STEM teachers in high-need schools in the region. Project evaluation aims to measure the extent to which the project develops prospective teachers’ self-efficacy in culturally relevant teaching practices, as well as how the learning community model impacts their efficacy in STEM classrooms and attitudes towards STEM teaching careers. Further, the project aims to investigate how prospective teachers’ learning through STEM research experiences may be translated into STEM classroom teaching. These and other findings will be shared through multiple venues, including the University’s social media outlets and at regional and national STEM teacher education meetings and conferences. 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.

该项目旨在满足国家对培养高素质高中STEM教师的需求。它的重要目标是培养30名高中STEM教师，涵盖生物、化学、物理和数学等学科，为伊利诺伊州的高需求学校服务。该项目旨在通过多种方式支持STEM教师候选人的发展和保留。这些未来的教师将在他们的准备和早期教学期间参加一个持续的支持社区。这个STEM教育社区旨在将该项目的教师候选人、大学教职员工、导师教师和教师校友聚集在一起。此外，未来的教师将完成广泛的课堂实地经验和课程作业，重点关注文化响应教学实践，为他们在高需求学校的STEM课堂上取得成功做好准备。最后，未来的教师将有机会参与实验室研究经验，并在开发课程材料方面得到支持，将他们的研究经验转化为未来学生的课堂课程。通过财政和项目支持的结合，该项目旨在培养能够在高需求学校的STEM课堂上取得成功并坚持下去的高中STEM教师，并激励后代的学生追求STEM学习和职业。刘易斯大学的这个项目包括与伊利诺伊州大芝加哥地区的三个高需求学区的合作伙伴关系：Valley View公立学区U365， Joliet乡镇高中学区204和不来梅高中学区228。项目目标包括招募、支持和留住30名获得STEM学科学位的本科生，并成为STEM中学教师。在这些诺伊斯学者的早期教学中提供支持是为了提高他们作为课堂教师的留任率。教师候选人将从生物学、化学、物理和数学专业的本科生中招聘，其中包括大量转校生和被认为是STEM学科中代表性不足的种族和族裔群体成员的学生。将开发一门新的STEM教育公平课程，以扩大中学STEM教师在文化响应教学实践中的准备工作。学习社区活动旨在为地区K-12教师以及未来的STEM教师提供STEM专业发展。项目活动旨在支持未来的教师深化他们的内容知识，发展文化响应教学实践的技能，参与实践社区，并在其学科范围内体验STEM研究。这些活动旨在提高该地区高需求学校未来中学STEM教师的留任率和效率。项目评估旨在衡量项目在与文化相关的教学实践中培养未来教师自我效能的程度，以及学习社区模式如何影响他们在STEM课堂中的效能和对STEM教学职业的态度。此外，该项目旨在调查如何将未来教师通过STEM研究经验的学习转化为STEM课堂教学。这些和其他发现将通过多个场所分享，包括大学的社交媒体渠道以及区域和国家STEM教师教育会议和会议。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。