Teacher Education for Equitable Mathematics Instruction: An Exploratory Study of Noyce Program Impacts

在美国国家科学基金会Noyce计划研究轨道4的资助下，亚利桑那大学主校区、亚利桑那大学南校区、北方亚利桑那大学、北卡罗来纳州夏洛特大学和新罕布什尔州大学之间的这种合作关系将研究教师的效能和持久性。 诺伊斯计划旨在培养有效的教师，他们可以为高需求地区的不同人群提供公平的指导。 本研究的效能部分将探讨五个诺伊斯项目中未来数学教师的公平相关信念、知识和实践的发展。 本研究的教师持续性部分将描述研究参与者发展中的自主感、能力感和关联感，这些都是持续性的预测因素。这项研究将包括来自最近获得Noyce Track 1奖项的机构的约100名未来教师的参与。 一半的研究参与者将是诺伊斯计划的参与者。 非诺伊斯职前教师在相同的程序将作为比较组。 该项目将比较诺伊斯和非诺伊斯未来数学教师的调查结果。 本研究将以教师准备与入职课程的经验为基础，采用探索性的混合方法研究设计。调查人员建议探讨以下研究问题：课程和实地考察如何影响公平知识和信念的发展？在教师实践中，关于公平的知识和信念是如何表达的？诺伊斯计划的哪些要素与公平实践的一个或多个方面的发展有关？为了回答这些问题，将在四年内从伙伴机构的项目参与者那里收集数据。数据来源将包括调查，访谈，工作样本和课堂教学视频。分析将由文化响应教学理论（盖伊，2000年; 2002年），公平素养（戈尔斯基，2014年）和自决理论（瑞安·德西，2000年）。项目成果将包括关于数学教师发展与公平相关的知识、信念和实践的重要知识。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

With funding from the National Science Foundation's Noyce Program, Research Track 4, this partnership between the University of Arizona Main Campus, University of Arizona South Campus, Northern Arizona University, University of North Carolina at Charlotte, and the University of New Hampshire will examine teacher efficacy and persistence. Noyce programs seek to prepare effective teachers who can provide equitable instruction to diverse populations in high-need districts. The efficacy part of the study will examine the development of equity-related beliefs, knowledge, and practices of prospective mathematics teachers in five Noyce programs. The teacher persistence part of the study will characterize study participants' developing senses of autonomy, competence, and relatedness, which are predictors of persistence. This research study will include the participation of approximately 100 prospective teachers from institutions that have recently received Noyce Track 1 awards. Half of the study participants will be Noyce program participants. Non-Noyce pre-service teachers in the same programs will serve as the comparison group. The project will compare findings for Noyce and non-Noyce prospective mathematics teachers. This development will be examined as it relates to experiences in teacher preparation and induction programs.This project intends to use an exploratory mixed-methods research design. The investigators propose to explore the following research questions: How do courses and fieldwork impact the development of knowledge and beliefs about equity? How are knowledge and beliefs about equity expressed in teacher practice? Which Noyce program elements are associated with the development of one or more aspects of equitable practice? To answer these questions, data will be collected over four years from project participants across the partnering institutions. Data sources will include surveys, interviews, work samples, and video of classroom instruction. Analysis will be framed by theories of culturally responsive teaching (Gay, 2000; 2002), equity literacy (Gorski, 2014), and Self Determination Theory (Ryan & Deci, 2000). Project outcomes will include important knowledge about the development of equity-related knowledge, beliefs, and practices in mathematics teachers.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.