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，这些教师可以满足日益种族和语言多样化的学生群体的STEM学习需求。对于中学STEM教师新手如何在他们开始职业生涯时将公平的教学实践融入STEM教学，我们知之甚少。这项研究将调查如何在STEM教学中继续实施种族平等和语言平等的做法可能会影响STEM教师的有效性和高需求学校的保留。该项目有可能产生新的见解，可以广泛影响中学STEM教师准备计划。这项研究工作从圣克拉拉大学（SCU），加州大学，圣克鲁斯（UCSC），西北教育-与东区联合高中和萨利纳斯联合高中区合作-旨在调查45名中学STEM教师在他们的教师教育计划期间，通过他们的头两年教学中种族平等和语言平等做法的概念化和实施情况。参与教师将从罗伯特·诺伊斯教师奖学金计划（诺伊斯）在SCU学者（n=15），诺伊斯学者在UCSC（n=15），和国家专业发展的毕业生，其中STEM教师获得他们的双语授权作为他们的准备（n=15）的一部分。在这项为期四年的研究过程中，该项目旨在调查在STEM教学中继续实施种族平等和语言平等做法与STEM教师的有效性之间的关系，并在这一参与人群中保留高需求学校。对中学STEM教学的直接观察，以及教师自我效能和公平教学实践的调查措施，将用于评估STEM教师的有效性。对教师继续从事这一职业的意愿以及教师的经验与公平教学实践的关系的调查将用于评估对STEM教师保留的潜在影响。此外，该项目将在多个时间点对有目的的分层子样本参与者（n=10）进行访谈，以探讨STEM教师准备活动如何集中于种族平等和语言平等实践影响教学和保留专业。该项目的外部反馈将由一个咨询委员会和来自西北教育的教育研究人员提供。该项目有可能解决文献中关于中学STEM教师准备如何侧重于种族平等和语言平等的差距，影响STEM教师的有效性和高需求学校的保留。这个轨道4：诺伊斯研究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。

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.