Preparing Humanizing and Culturally Relevant STEM Teachers through STEM Teacher Education Grounded in Justice, Community, and Leadership

通过基于正义、社区和领导力的 STEM 教师教育，培养人性化且与文化相关的 STEM 教师

• 批准号: 2243513
• 负责人: Mary Raygoza
• 金额: $ 120万
• 依托单位: Saint Mary's College of California
• 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: 2023-06-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243513&HistoricalAwards=false
• 关键词: Preparing; Humanizing; Culturally; Relevant; STEM

The project aims to serve the national need for highly effective STEM teachers in diverse classrooms and in high-need districts. This is a critical problem given the decline in STEM certificates nationally over the last decade, STEM teacher turnover, and that women and People of Color are under-represented in STEM teaching. To address this need, this project will prepare prospective STEM teachers to be grounded in rigorous STEM disciplinary practices alongside humanizing, culturally relevant, and justice-oriented teaching pedagogies. Features of the project for prospective STEM teachers include: 1) Financial support for highly motivated STEM majors to become STEM teachers, 2) Enhanced learning to teach STEM, field experiences, and communities of practice alongside practicing teachers; 3) Justice-oriented teacher professional career trajectory support; and 4) Beloved STEM educator community – within Saint Mary’s, with local teachers, and with national and regional STEM and educational justice professional networks. The project team expects that STEM teachers from diverse backgrounds will not only enter the profession but persist as equity-oriented transformative urban school change agents.This project at Saint Mary’s includes a partnership with Mt. Diablo Unified School District, a high-need local educational agency. Project goals include fostering scholars’ growth along five knowledge bases: STEM content knowledge, knowledge of self: STEM teacher positionality, knowledge in solidarity with youth and communities, humanizing pedagogical knowledge, and knowledge of educational (in)justice and teachers as change agents. This project will provide financial support over five years (2023-2028) for 17 highly motivated students to complete a 4+1 consisting of a BA/BS in a STEM discipline (biology, biochemistry, chemistry, earth and environmental science, mathematics, or physics); a minor in Justice, Community, and Leadership; a secondary teaching credential; and Master’s in the Art of Teaching. This project will contribute to the field by generating new knowledge on the convergence of STEM disciplinary, secondary pedagogy, and justice studies as foundations for STEM teacher preparation. Insights gained about STEM teachers’ trajectories through case study data and participant surveys could potentially lead to the identification of evidence-based strategies to improve STEM teacher preparation and retention in high-need schools. This project seeks to impact a) Saint Mary’s STEM teacher candidates by preparing them to enter STEM teaching grounded in STEM disciplinary, secondary pedagogy, and justice studies; b) STEM teachers and youth in Mt. Diablo by bringing highly qualified STEM teachers into the district and offering professional communities of practice; and, c) STEM teacher education through the education and retention of STEM teacher change agents. This project advances a scalable model of humanizing, culturally relevant STEM teacher education. The project findings will be disseminated through peer-reviewed presentations and publications. 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不同教室和高需求地区的高效STEM教师的需求。这是一个关键问题，因为在过去十年中，全国STEM证书的数量下降，STEM教师的流动，以及妇女和有色人种在STEM教学中的代表性不足。为了满足这一需求，该项目将为未来的STEM教师做好准备，使他们能够以严格的STEM学科实践为基础，同时采用人性化，文化相关和以正义为导向的教学方法。该项目针对未来的STEM教师的特点包括：1）为积极性高的STEM专业学生成为STEM教师提供财政支持，2）加强学习，以教授STEM，实地经验，以及与实践教师一起的实践社区; 3）以正义为导向的教师职业轨迹支持;和4）心爱的STEM教育家社区-在圣玛丽，与当地教师，并与国家和地区的STEM和教育正义专业网络。项目团队希望来自不同背景的STEM教师不仅能进入这一职业，而且能坚持作为以公平为导向的城市学校变革推动者。暗黑破坏神联合学区，一个高需求的当地教育机构。项目目标包括促进学者在五个知识基础上的沿着成长：STEM内容知识、自我知识：STEM教师的立场、与青年和社区团结一致的知识、人性化的教学知识以及教育（不）正义和教师作为变革推动者的知识。该项目将在五年内（2023-2028年）为17名积极进取的学生提供财政支持，以完成4+1，包括STEM学科（生物学，生物化学，化学，地球和环境科学，数学或物理学）的BA/BS;未成年人在司法，社区和领导力;二级教学证书;和硕士在教学艺术。该项目将通过产生关于STEM学科，中学教育学和司法研究融合的新知识，作为STEM教师准备的基础，为该领域做出贡献。通过案例研究数据和参与者调查获得的关于STEM教师轨迹的见解可能会导致确定基于证据的战略，以改善STEM教师在高需求学校的准备和保留。该项目旨在影响a）圣玛丽的STEM教师候选人，使他们准备进入STEM学科，中学教育学和司法研究的STEM教学; B）Mt. Diablo通过将高素质的STEM教师引入该地区并提供专业的实践社区;以及，c）通过教育和保留STEM教师变革推动者来进行STEM教师教育。该项目提出了一个人性化的，文化相关的STEM教师教育的可扩展模型。将通过经同行审查的介绍和出版物传播项目结果。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。