Culturally Responsive and Effective STEM Teaching: Strengthening the Foundation for Teacher Success in High-Need School Districts

文化响应和有效的STEM教学（CREST）：加强高需求学区教师成功的基础项目是新罕布什尔州大学（UNH），新罕布什尔州社区学院系统（CCSNH）和当地学区之间的合作努力。 新罕布什尔州城市和农村地区的许多学区都很难找到合格的STEM教师，他们坚持在他们高需求的学校工作，导致全州STEM教师严重短缺。这个轨道1诺伊斯项目将通过吸引和准备STEM本科专业和STEM专业的职业转换器来满足这一需求，以文化响应的方式在高需求地区的中学阶段教授科学和数学。该项目将针对本科STEM专业和STEM专业的职业转换者，并将培养至少31名高素质的STEM中学教师。项目活动将使用文化敏感的教学法，以应对高需求学区存在的文化和资源挑战;培养对学生文化背景的理解和欣赏;培养更复杂的能力，以满足社会、学术和语言多样化学生的需求。由于该项目建立在以前的工作基础上，它将扩大其对精通内容和教学法的学者的强大准备，并产生能够以上下文驱动的方式使STEM学科对所有学生群体开放和令人兴奋的教育工作者。此外，CREST计划将扩大与该地区社区学院的现有合作，建立一个新的途径，并从两年制课程中招募STEM专业的学生到UNH再学习三年，最终获得M. Ed或M.A.T，从而为他们未来的教学职业做好准备，并增加教师的多样性。CREST计划将由UNH的数学，物理，化学，生物科学，地球科学和教育教师组成的多学科团队与区域社区学院，学区合作伙伴，实践教师和教育顾问合作指导。该计划将通过早期STEM教学活动，指导和专业发展来补充公认和严格的UNH教师准备计划，重点是文化敏感的教学。在这种教学模式的指导下，CREST学者将通过五个镜头来考虑他们的教学：内容整合，促进知识构建，减少偏见，社会正义和学术发展。使用一系列定性和定量工具（例如，调查，访谈和教学档案），项目团队和外部评估员将研究文化反应教学在准备CREST诺伊斯学者的作用。因此，该项目将为这一知识库作出贡献，并将通过出版物和会议介绍广泛传播成果。

The Culturally Responsive and Effective STEM Teaching (CREST): Strengthening the Foundation for Teacher Success in High-Need School Districts project is a collaborative effort between the University of New Hampshire (UNH), the Community College System of New Hampshire (CCSNH), and local school districts. Many school districts in both urban and rural areas of the State of New Hampshire struggle to find well-qualified STEM teachers who persist in their high-need schools, resulting in a critical shortage of STEM teachers across the state. This Track 1 Noyce project will address this need by attracting and preparing STEM undergraduate majors and STEM professional career changers to teach science and mathematics at the secondary level in high-need districts in a culturally responsive way. The project will target both undergraduate STEM majors and STEM professional career changers, and will produce a minimum of 31 highly-qualified STEM secondary school teachers. Project activities will use culturally responsive pedagogy to confront cultural and resource challenges that exist in high-need school districts; to develop an understanding and appreciation of their students' cultural background; and to develop more sophisticated competencies in addressing the needs of their socially, academically, and linguistically diverse students. As this project builds upon prior work, it will expand its strong preparation of scholars proficient in both content and pedagogy, and produce educators who can make STEM disciplines accessible and exciting to all groups of students in a context-driven way. Additionally, the CREST program will expand on existing collaborations with community colleges in the region to establish a new pathway and recruit STEM majors from two-year programs to UNH for three additional years culminating in a M.Ed. or M.A.T, thus preparing them for future careers in teaching and increasing the diversity of teachers. The CREST program will be directed by a multidisciplinary team of UNH faculty members from mathematics, physics, chemistry, biological sciences, earth sciences, and education in collaboration with faculty members from regional community colleges, school district partners, practicing teachers, and educational advisors. The program will supplement the well-recognized and rigorous UNH teacher preparation program with early STEM teaching activities, mentoring, and professional development focusing on culturally responsive teaching. Guided by this teaching model, the CREST scholars will consider their teaching through five lenses: content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. Using a range of qualitative and quantitative tools (e.g., surveys, interviews, and teaching portfolios) the project team and the external evaluator will examine the role of culturally responsive teaching on preparing the CREST Noyce scholars. Hence, the project will contribute to this knowledge base, and will broadly disseminate the results through publications and conference presentations.