Developing Teacher Leaders' Capacity to Promote Equitable Teaching and Learning in Secondary Science Classrooms

培养教师领导者促进中学科学课堂教学公平的能力

• 批准号: 2343911
• 负责人: Gillian Roehrig
• 金额: $ 299.22万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-05-01 至 2029-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2343911&HistoricalAwards=false
• 关键词: Developing; Teacher; Leaders; Capacity; Promote

The project aims to serve the national need of developing science teacher leaders in high-need middle and high schools. Specifically, the project will support 18 science teacher leaders in the diverse Saint Paul Public Schools district to improve access to high quality science education for all students. Teacher leaders will engage in professional learning to support student learning by exploring culturally meaningful phenomena and real-world problems. Ultimately, the project aims to improve science education in Saint Paul Public Schools as teachers implement new equitable teaching strategies in their classrooms. In addition, the project will disseminate learning about equitable science teaching to teachers throughout Minnesota. Through this work, students will receive high quality science instruction to better prepare them for the future.This project at the University of Minnesota includes partnerships with Saint Paul Public Schools, BSCS Science Learning, University of Colorado-Boulder, and Hamline University. The project is grounded in a five-dimensional (5D) vision for science learning that makes explicit student interest and identity as co-equal dimensions with disciplinary core ideas, science and engineering practices, and cross cutting concepts for supporting meaningful and equitable learning opportunities for all students. Project goals include (i) recruiting 18 secondary science teachers to become teacher leaders, (ii) developing and supporting teacher leaders’ capacity to enhance student learning through NGSS-aligned, phenomena-based instruction, (iii) developing teacher leaders' capacity to provide statewide leadership, (iv) developing an online platform to disseminate project artifacts, aligned with the 5D approach, and (v) developing of a state-wide science network. Qualitative research designs are used to address the following research questions: (i) How do teacher leaders apply their learning to design meaningful 5D learning and assessment opportunities for students? (ii) How do teacher leaders mobilize the 5D vision, tools, and processes to identify and address problems of practice? (iii) How do teacher leaders incorporate their professional learning into their work with other science teachers? (iv) To what extent are teacher leaders able to impact other teachers’ learning and science teaching? The project intends to establish a model for how to use phenomena-based learning in ways that engage student interest and support students’ identity development as knowers, doers, and users of science. This Track 3: Master Teaching Fellowships 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高中和高中的科学老师领导者的国家需求。具体来说，该项目将支持在潜水员圣保罗公立学校区的18位科学老师领导者，以改善所有学生获得高质量科学教育的机会。教师领导者将通过探索文化有意义的现象和现实世界中的问题来从事专业学习，以支持学生学习。最终，随着教师在课堂上实施新的公平教学策略，该项目旨在改善圣保罗公立学校的科学教育。此外，该项目将向明尼苏达州的教师传播有关公平科学教学的学习。通过这项工作，学生将获得高质量的科学教学，以更好地为未来做好准备。该项目以五维（5D）的科学学习愿景为基础，使学生的兴趣和身份成为与纪律核心思想，科学和工程实践的共同维度，以及为所有学生提供有意义和公平的学习机会的交叉切割概念。 Project goals include (i) recruiting 18 secondary science teachers to Become teacher leaders, (ii) developing and supporting teacher leaders’ capacity to enhance student learning through NGSS-aligned, phenomena-based instructions, (iii) developing teacher leaders' capacity to provide statewide leadership, (iv) developing an online platform to disseminate project artifacts, aligned with the 5D approach, and (v) developing of a state-wide science network.定性研究设计用于解决以下研究问题：（i）教师领导者如何运用他们的学习来设计有意义的5D学习和评估机会？ （ii）教师领导者如何动员5D愿景，工具和流程以识别和解决实践问题？ （iii）教师领导者如何将他们的专业学习与其他科学老师的工作纳入他们的工作？ （iv）教师领导者能够在多大程度上影响其他教师的学习和科学教学？该项目旨在建立一个模型，以方式使用基于现象的学习，以吸引学生的兴趣并支持科学的行动者和使用者，以吸引学生的兴趣并支持学生的身份发展。这首歌3：大师教学奖学金项目得到了罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）的支持。 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老师，并经验丰富的K-12老师，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教师的有效性和保留的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响审查标准来评估被认为是宝贵的支持。