Strengthening the Mathematics and Science Teacher Pathways in the Post-Pandemic Environment

加强大流行后环境中的数学和科学教师的途径

• 批准号: 2344918
• 负责人: Carlo Lancellotti
• 金额: $ 101.23万
• 依托单位: CUNY College of Staten Island
• 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: 2024-07-01 至 2029-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2344918&HistoricalAwards=false
• 关键词: Strengthening; Mathematics; Science; Teacher; Pathways

This project aims to serve the national need of high-quality STEM teachers in urban high-need school districts, a challenge that has been intensified by the widespread impact of the COVID-19 pandemic. Amid the post-pandemic era, teacher preparation programs have been demonstrating resilience in adapting to this challenge with a focus on addressing enrollment fluctuations and bridging prospective teachers’ knowledge in key areas. This project aims to strengthen the mathematics and science teacher pathways by attracting, training, and keeping talented STEM majors within the teaching profession, especially for high-need school districts. The investigators will actively expand partnerships to attract STEM majors with a genuine passion for teaching and provide streamlined professional development opportunities during both their teacher preparation program and the first year of teaching. Through these initiatives, the project will focus on empowering prospective teachers to meet the specific needs of urban schools and reinforcing their commitment to pursue careers in teaching. As a result, this project has the potential to increase the number of well-equipped STEM in high-need middle schools and high schools within the New York City public school system.This project at the College of Staten Island includes partnerships with the Kingsborough Community College and the New York City Public Schools on Staten Island and Brooklyn. Project goals include: 1) expand recruitment by building bridge programs with community colleges within the City University of New York to include students from a wider geographical area, such as Brooklyn; 2) refine enrichment activities to engage prospective teachers in reflective practices; and 3) build a teacher induction program for newly graduated teachers. This project will fund 30 high-achieving undergraduate students to complete a Bachelor of Science in biology, chemistry, earth sciences, mathematics, or physics and obtain a New York State initial teaching certification. The anticipated products of the project include a refined model for preparing talented STEM majors to teach in high-need schools, a set of enrichment activities that support the growth of prospective teachers to become reflective educators, and an induction program focused on facilitating a seamless transition from prospective teacher preparation to successful in-service teaching. To assess the effectiveness of the project, a longitudinal design will be implemented, which involves utilizing surveys, observations, interviews, and education records to monitor, document, and evaluate the project’s development and outcome. These data will also inform the design of preservice coursework for secondary education programs for mathematics and science majors. The results will be broadly disseminated through various channels, including the project website, scholarly journal articles, and presentations at regional and national 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.

该项目旨在满足全国城市高需求学区对高质量STEM教师的需求，这一挑战因COVID-19大流行的广泛影响而加剧。在大流行后的时代，教师培训项目在应对这一挑战方面表现出了韧性，重点是解决入学人数波动问题和衔接未来教师在关键领域的知识。该项目旨在通过吸引、培训和留住有才华的STEM专业教师，特别是在高需求学区，来加强数学和科学教师的途径。研究人员将积极扩大合作伙伴关系，以吸引对教学有真正热情的STEM专业学生，并在他们的教师准备计划和第一年的教学中提供精简的专业发展机会。通过这些举措，该项目将侧重于增强未来教师的能力，以满足城市学校的具体需要，并加强他们从事教学事业的决心。因此，该项目有可能在纽约市公立学校系统内的高需求初中和高中增加装备精良的STEM人数。斯塔顿岛学院的这个项目包括与金斯堡社区学院以及斯塔顿岛和布鲁克林的纽约市公立学校的合作。项目目标包括：1)通过与纽约城市大学内的社区学院建立桥梁项目，扩大招生范围，招收来自更广泛地理区域（如布鲁克林）的学生；2)完善丰富活动，让未来的教师参与反思实践；3)为新毕业教师建立教师入职培训项目。该项目将资助30名成绩优异的本科生完成生物学、化学、地球科学、数学或物理学的理学学士学位，并获得纽约州初步教学证书。该项目的预期产品包括：为有才华的STEM专业学生准备一个在高需求学校任教的完善模型，一套支持未来教师成长为反思教育者的丰富活动，以及一个专注于促进从未来教师准备到成功在职教学的无缝过渡的入职计划。为了评估项目的有效性，将实施纵向设计，其中包括利用调查、观察、访谈和教育记录来监控、记录和评估项目的发展和结果。这些数据也将为数学和科学专业的中学教育项目的职前课程设计提供信息。研究结果将通过各种渠道广泛传播，包括项目网站、学术期刊文章以及在区域和国家会议上的报告。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。