Investigating the Impact of Preparation in Racial Equity and Language Equity Practices on STEM Secondary Teacher Effectiveness and Retention

该项目旨在满足国家培养高效STEM教师的需求，这些教师能够满足日益多样化的种族和语言学生群体的STEM学习需求。对于中学STEM新手教师如何在他们开始职业生涯时将公平的教学实践融入到他们的STEM教学中，人们知之甚少。本研究将调查在STEM教学中持续实施种族平等和语言平等实践如何影响STEM教师在高需求学校的有效性和留任。该项目有可能产生新的见解，从而广泛影响中学STEM教师培训项目。圣克拉拉大学（SCU）、加州大学圣克鲁斯分校（UCSC）和西北教育学院（Education Northwest）与东区联合高中（East Side Union High School）和萨利纳斯联合高中（Salinas Union High School district）合作开展的这项研究，旨在调查45名中学STEM教师在其教师教育项目的头两年教学期间，种族平等和语言平等实践的概念和实施情况。参与教师将从SCU的Robert Noyce教师奖学金计划（Noyce）学者（n=15）， UCSC的Noyce学者（n=15）和国家专业发展（STEM教师获得双语授权作为其准备的一部分）的毕业生（n=15）中抽取。在这个为期四年的研究过程中，该项目旨在调查STEM教学中种族平等和语言平等实践的持续实施与STEM教师在高需求学校的有效性和保留率之间的关系。对中学STEM教学的直接观察，以及教师自我效能感和公平教学实践的调查措施，将用于评估STEM教师的有效性。对教师留任意向的调查，以及与教师公平教学实践经验的关系，将用于评估对STEM教师留任的潜在影响。此外，该项目将在多个时间点对参与者进行有目的的分层子样本（n=10）进行访谈，以探讨以种族平等和语言平等实践为重点的STEM教师准备活动如何影响该专业的教学和保留。该项目的外部反馈将由咨询委员会和教育西北的教育研究人员提供。该项目有可能解决文献中关于关注种族平等和语言平等教学法的中学STEM教师准备如何影响高需求学校STEM教师的有效性和保留的空白。本Track 4: Noyce研究由Robert Noyce教师奖学金计划（Noyce）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。

The project aims to serve the national need of preparing highly effective STEM teachers who can address the STEM learning needs of increasingly racially and linguistically diverse student populations. Little is known about how novice secondary STEM teachers integrate equitable teaching practices into their STEM teaching as they begin their careers. This research will investigate how continued implementation of racial equity and language equity practices in STEM teaching may influence STEM teacher effectiveness and retention in high-need schools. The project has the potential to produce new insights that could influence secondary STEM teacher preparation programs broadly.This research effort from Santa Clara University (SCU), University of California, Santa Cruz (UCSC), and Education Northwest – in partnership with and East Side Union High School and Salinas Union High School districts – aims to investigate conceptualization and implementation of racial equity and language equity practices among 45 secondary STEM teachers during their teacher education program through their first two years of teaching. Participating teachers will be drawn from Robert Noyce Teacher Scholarship Program (Noyce) Scholars at SCU (n=15), Noyce Scholars at UCSC (n=15), and graduates of the National Professional Development in which STEM teachers attain their bilingual authorization as part of their preparation (n=15). Over the course of this four-year study, the project aims to investigate relations between continued implementation of racial equity and language equity practices in STEM teaching and STEM teacher effectiveness and retention in high-need schools among this participant population. Direct observations of secondary STEM teaching, as well as survey measures of teacher self-efficacy and equitable teaching practices, will be used to assess STEM teacher effectiveness. Surveys of teacher intentions to remain in the profession and the relation to teachers’ experiences with equitable teaching practices will be used to evaluate potential impacts on STEM teacher retention. Additionally, the project will conduct interviews with a purposeful, stratified sub-sample of participants (n=10) at multiple time points to probe how STEM teacher preparation activities focused on racial equity and language equity practices influence teaching and retention in the profession. External feedback to the project will be provided by an advisory board and by education researchers from Education Northwest. The project has the potential to address gaps in the literature about how secondary STEM teacher preparation focused on racial equity and language equity pedagogies influences STEM teacher effectiveness and retention in high-need schools. This Track 4: Noyce Research 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.