STEM Advancement through Collaboration in STEM Teacher Preparation

该项目旨在服务于国家需要，培养高素质的STEM教师，以便在高需求学校服务和坚持。教师和学生之间的文化差异可能会影响高需求学校的STEM教师保留率和有效性。该项目旨在招聘和准备30名中等STEM教师，在马萨诸塞州有高度需求的学校教授生物、数学、化学或普通科学。这些STEM教师的培训将包括发展教学专门知识和发展包容性教学技能，以弥合文化差异，维持学生在STEM背景下的文化特性。该项目包括让大学STEM教师与中学STEM教师和学生合作，在高需求的STEM课堂上共同教学的创新实践，以促进相互学习。该项目在韦斯特菲尔德州立大学(WSU)旨在与高需求的霍利约克和斯普林菲尔德公立学校区合作。项目目标包括：1)在威斯康星州立大学STEM中等教育许可计划中招聘更多STEM专业的学生；2)增加毕业并被安置在该地区高需求学校的STEM教师；3)加强WSU中学STEM教师培训课程，以便更好地培养有抱负的STEM教师，使他们能够在文化多元、高需求的课堂上服务；以及4)在有抱负、有实践能力、有职业前途的中学STEM教师和WSU教授之间建立一个实践社区。该项目旨在为四批7-8名生物、数学、化学或普通科学专业的本科生提供为期两年的奖学金，在五年内总共为30名本科生提供奖学金。外部评价的目的是向项目提供反复反馈，并产生关于将社会正义框架纳入STEM师资培训的有效方法的新知识。项目成果的传播有可能影响其他机构的中学STEM教师培训计划。这个轨道1：奖学金和津贴项目是由罗伯特·诺伊斯教师奖学金项目(Noyce)支持的。Noyce项目支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持有经验的、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need to prepare high-quality STEM teachers to serve and persist in high-need schools. STEM teacher retention and effectiveness in high-need schools can be influenced by cultural differences between teachers and students. The project aims to recruit and prepare 30 secondary STEM teachers to teach biology, mathematics, chemistry, or general science in high-need schools in Massachusetts. The preparation of these STEM teachers will include development of content expertise and development of inclusive teaching skills to bridge cultural differences that sustain students’ cultural identities in the context of STEM. The project includes the innovative practice of engaging university STEM faculty in co-teaching in high-need STEM classrooms in collaboration with secondary STEM teachers and students to promote mutual learning.This project at Westfield State University (WSU) aims to partner with the high-need Holyoke and Springfield Public School Districts. Project goals include: 1) increased recruitment of STEM majors into WSU STEM secondary education licensure programs; 2) increased STEM teachers graduated and placed in high-need schools in the region, 3) enhanced WSU secondary STEM teacher preparation courses to better prepare aspiring STEM teachers to serve in culturally diverse, high-need classrooms, and 4) establishment of a community of practice among aspiring, practicing ,and early career secondary STEM teachers and WSU professors. The project aims to recruit and provide two-year scholarships for four cohorts of 7-8 undergraduate STEM students majoring in biology, mathematics, chemistry, or general science, for a total of 30 undergraduate scholars over five years. External evaluation aims to provide iterative feedback to the project and to generate new knowledge about effective approaches to incorporating social justice frameworks into a STEM teacher preparation. Dissemination of project results has the potential to influence secondary STEM teacher preparation programs at other institutions. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Project (Noyce). The Noyce project 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.